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This article explores the vexed relationship between studies of gender and sexuality, especially as they relate to masculinity, and the growing field of world history. These bodies of scholarship have largely remained separate, even antagonistic, despite shared thematic concerns with transnational flows. Overall, world historians privilege political economy and global connections, while historians of gender and sexuality concern themselves with the cultural production of difference in specific locales. The case of U.S.-based Latin American studies offers ways of thinking across the culture versus economy divide; above all, it suggests that world history can usefully be narrated as a story of masculinities. [ABSTRACT FROM AUTHOR]

This paper provides the context and outlines the barriers and opportunities for developing promising Holocaust education programmes in Latin America, especially working with diverse communities and societies. In particular, the conflictual history of Latin American and recent democratization processes present opportunities for educational work. It is argued that teaching about the history of the Holocaust through a human rights and anti-racism lens can be an especially effective tool. The authors take the work of the Anne Frank House in Latin America as a case study of how Holocaust education can be connected to human rights education in an attempt to help young people in Latin America confront their past as well as their present situation. The insights gained from such work in Latin America can help educators to develop future programmes in various Latin American countries, as well as in other post-conflict societies. [ABSTRACT FROM AUTHOR]

Since 2004, I have used various document sets from the National Security Archive (NSA) to teach students about modern Latin American history at Georgia College and State University, a medium-sized public liberal arts university in central Georgia. The NSA has the largest non-governmental online collection of US national security government documents in the world. Its research staff compiles, introduces, contextualizes, analyzes, and sifts through thousands of declassified materials. These include inter-agency memos, embassy communications, executive directives, confidential correspondence, and other once-classified materials. This essay will critically examine the NSA as a way of teaching the histories of US imperialism and intervention, state suppression of popular dissent, militarism, human rights abuses, and counterinsurgency tactics and training in Latin America from the beginning of the Cold War until today. First, I will provide an explanation of the assignments that I use. These consist mostly of document analysis exercises and larger research papers. I will also share which topics students tend to explore, while noting several potential methodological pitfalls in using the NSA documents. Secondly, I will share testimony on how students' views on US foreign policy have changed. The general consensus at the beginning of the semester is that one of the principal aims of US foreign policy is to promote democracy above all other values. After examining the NSA documents, however, students seriously re-examine this idea. Indeed, introducing students to the 'raw material' provided by the NSA is a powerful pedagogical tool for delivering and teaching radical history. [ABSTRACT FROM AUTHOR]

Explores the narrative problems in the integration of Latin America in world history courses and textbooks. Issues which affect the interest of the proponents of world history; Characteristics of world history in courses and textbooks; Views of historians on European themes; Factors which lead to the deficit in Latin American history in the context of world history.

Examines the place of Latin America in the field of world history. Change in the views of historians about the relationship of Latin America and Europe; Nature of world history texts that are written by European historians; Significance of transnational approaches to the problems of integrating Latin America into the context of world history.

Presents information on a course that teaches the history of cultural contacts in North America, Latin America and other countries in the Atlantic region from 1500 to 1825. Purpose of the course; Course outline and reading assignments; Course textbooks.

The article discusses the themes of absence and resistance in the history of colonial Latin America. Historians have discovered evidence of indigenous historical agency by exploring acts of resistance. While teaching history, the method that involves pushing beyond traditional questions of aesthetic effect is suggested.