APO 520 Adapting Evangelization to Hispanic Cultural Contexts Term: Fall 2017 Professor: Margaret Posner [email protected] 1. COURSE DESCRIPTION This course focuses on Hispanic cultural contexts as they relate to evangelization. Understanding particular pastoral needs of multiple Hispanic populations requires an appreciation of socio-cultural norms. Broadening the evangelist’s scope of specific themes, central to Hispanic perspectives, contributes to the effective personalization of the faith message.

Important areas of discussion, that are essential components of the evangelization process, include topics such as: 

how religion plays a role in social identity

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the struggle for acceptance as a member of a minority group

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relational ties embedded in Hispanic community life

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intercultural encounters between first and second generations

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the need to adapt evangelization to meet the needs of distinct populations (i.e., young Latinos, women, immigrants and bi-cultural Hispanics).

2. ENVISIONED LEARNING OUTCOMES 

Students will demonstrate an understanding of why cultural sensitivity should be considered when developing evangelization models.

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Students will demonstrate an understanding of the how the integration of cultural perspectives can promote effective evangelization.

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Students will demonstrate an understanding of various culturally related topics that may affect evangelization outcomes.

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3. COURSE SCHEDULE Week 1: Topic Title: Introduction to Cultural Diversity and Evangelization View: "Evangelizing Latinamente" (Hosffman Ospino, Ph.D.) Readings: Hispanic Ministry, Introduction, pp. 27-32. Interculturalism and Catechesis: pp. 6-23 Assignment: Write a two- page, double-spaced reflection about the the relationship between cultural diversity and evangelization, as discussed in the reading and video. Post under Assignment 1 tab. Discussion Question: According to Hosffman Ospino, what is “hybridity” and who are the “offthe- radar Hispanic Catholics?” Comment on two of your classmates posts. Week 2: Topic Title: Culture and Evangelization. View: “Initiation, Culture, and Evangelization.” (Hosffman Ospino, Ph.D.) to minute 57. Readings: Hispanic Ministry, Chapter One, pp. 35-43. Assignment: Write a two- page, double-space reflection on the “integrationist” method of cultural assimilation mentioned in the reading. Explain if you agree or disagree with this method. Post under Assignment 2 tab. Discussion Question: Why does Hosffman Ospino refer to culture as a “matrix”? Comment on two of your classmates posts. Week 3: Topic: Why Culture is Relevant View: “Initiation, Culture, and Evangelization.” (Hosffman Ospino, Ph.D.) from minute 57 to the end. Readings: Hispanic Ministry, Chapter One continued, pp. 43 to 54. Assignment: Write a one-page, double-spaced reflection on the differences in evangelization that you think would appeal to first generation vs. second generation Hispanics with relation to culture. Post under Assignment 3 tab. Discussion Question: Discuss Dr. Ospino’s concept about how the “three societal paradigm shifts” are related to culture and evangelization. Comment on two of your classmates posts. Week 4: More Discussion on Culture View: “EWTN On Location - 2016-08-20 - Evangelization And Hispanic Ministry.” Readings: Hispanic Ministry, Chapter Two, pp. 57-65; Interculturalism and Catechesis: pp. 24-30 Assignment: Write a two- page, double-spaced reflection on how you would integrate culture in evangelization. Post under Assignment 4 tab. Discussion Question: Based on Fr. Rafael Capo’s lecture, what is the difference between “inclusion” and “assimilation” within the context of evangelization? How is this related to bicultural Hispanics? Comment on two of your classmates posts.

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Week 5: The New Evangelization and Culture View: “Franciscan University Presents: Hispanic Catholics and the New Evangelization.” Readings: Hispanic Ministry, Chapter Two, pp. 65-80; Interculturalism and Catechesis: pp. 3142. Assignment: Write a two-page, double-spaced reflection on your ideas about evangelizing within different types of populations, i.e. women, youth, and immigrants. Post under Assignment 5 tab. Discussion Question: Discuss the Archbishop’s mention of success as the primary goal in college-age Hispanics. How does this definition differ in first generation Hispanics? Comment on two of your classmates posts. Week 6: Heritage and Evangelization View: “The Treasure of Hispanic Catholicism.” Readings: Hispanic Ministry, Chapter Two, pp. 83-97.Perspectivas, pp. 7-12, The Poor in a Middle-Class Church Assignment: Write a two-page, double-spaced reflection paper on “Interculturation and Interculturality” (Discussed in Hispanic Ministry). Post under Assignment 6 tab. Discussion Question: According to Hosffman Ospino, is there a “Latino culture?” Comment on two of your classmates posts. Week 7: History and Evangelization View: “Mexico Ever Faithful” Readings: Interculturalism and Catechesis: pp. 43-51; Perspectivas, Popular Religion, pp. 105-113 Assignment: Write a two-page, double-spaced reflection paper on how knowledge of Hispanic cultures contributes to positive evangelization approaches. Post under Assignment 7 tab. Discussion Question: Given that the Cristero history is unknown to many second generation Hispanics, how would you integrate perspectives from the Cristero episode for religious liberty in evangelization? How would you integrate specific examples of extraordinary religious during this period, such as the case of Blessed Miguel Pro (mentioned in the video). Comment on two of your classmates posts. Week 8: Latino Catholics: History and Policy View: “Researching Latino Catholics in the United States.” Readings: Interculturalism and Catechesis: pp. 54-81. U.S. Cara Fact Sheet (PDF) Hispanics Falling Prey to Secular Trends Without Catholic Witness, Warns Archbishop Growing Hispanic Presence in U.S. Church seen as Blessing and challenge 3

The Shifting Religious Identity of Latinos in the United States Assignment: Write a two-page, double- spaced reflection on factors that influence Hispanics who leave Catholicism. Post under Assignment 8 tab. Discussion Question: How would you address the trend of Hispanics leaving Catholicism in an evangelization setting? Comment on two of your classmates posts. Week 9: Trends View: “Mexico Believers Fleeing Catholicism - Can The Pope Turn the Tide?” View: “The Young Latino Church | Catholic Extension” View: “Too few Latino priests in U.S.” Readings: Interculturalism and Catechesis: pp. 82-96. Different destinations for U.S. Hispanics, Latin Americans who leave Catholic Church Perspectivas, No Melting Pot in Sight: pp. 35-39 Rise of Hispanic Evangelical Church Pew Research Assignment: Write a two- page, double-spaced reflection on how you would address women’s issues in you evangelization paradigm. Post under Assignment 7 tab. Discussion Question: Discuss three concepts you would include in your evangelization paradigm when addressing women’s issues. Comment on two of your classmates posts. Week 10: Ministry View: “Lectures Webinar: V Encuentro - Hope and challenges in Hispanic Ministry.” Readings: Hispanic Ministry, Chapter Two, pp. 101-113; Perspectivas, New Immigrants: pp. 59-63 The Coming Hispanic Majority Assignment: Write a two- page, double-spaced reflection on the three components discussed by Alejandro Aguilera-Titus USCCB. Post under Assignment 7 tab. Discussion Question: How would you address social acceptance in your own evangelization approaches? Comment on two of your classmates posts. Week 11: Communicating Authenticity View: “Convocation 2014 Alejandro Aguilera-Titus, Ecclesial Integration, Best Practices.” Readings: Hispanic Ministry, Chapter Two, pp. 113-127; Perspectivas, Youth and Evangelization: pp.53-57. 10 Things to know about Hispanic Catholics Assignment: Write a two- page, double-spaced reflection on how to implement motivational strategies when addressing youth evangelization. Post under Assignment 11 tab.

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Discussion Question: How would you assure that the faith message is not diluted when trying to foster community through Hispanic ministry? Comment on two of your classmates posts. Week 12: The Importance of the Family View: “Importance of Family in the Hispanic Culture.” Readings: Hispanic Ministry, Chapter Two, pp. 131-137; pp.142-151; Perspectivas, Youth and Culture: pp. 46-52 When Labels Don’t Fit: Hispanics and Their Views of Identity Assignment: Write a two-page, double-spaced reflection on how the concept of identity ties in to the family. Post under Assignment 12 tab. Discussion Question: How would you acknowledge cultural identity and the family without diminishing the authentic faith message? Comment on two of your classmates posts. Week 13: Can Trends be Modified? View: “Latinos and the Future of the Catholic Church.” Readings Hispanic Ministry, Chapter Two, pp. 156-161 Pew survey: Percentage of US Catholics drops and Catholicism is losing members faster than any denomination Assignments: Write a two-page, double-spaced reflection on three ways in which you would implement culture when discussing the uniqueness of Catholic teaching. Discussion Question: What role would culture play in the decreased number of Hispanic Catholics discussed in the Pew Survey? Comment on two of your classmates posts. Week 14: The Transformation of Catholic America View: “Latinos and the Transformation of American Catholicism.” View: “Our People, Our Faith...Our Lady.” Readings: Hispanic Ministry, Chapter Two, pp. 161-171; Perspectivas, The Challenge of Proselytism: pp. 83-89 Why So Many Latinos Are Leaving Catholicism – And Religion Altogether Assignments: Write a two-page, double-spaced reflection on why the devotion to Our Lady of Guadalupe is important to evangelization. Post under Assignment 14 tab. Discussion Question: Why do you think the devotion to Our Lady of Guadalupe is not appreciated by many second generation Hispanics? Comment on two of your classmates posts. Week 15: Culture and Authenticity View: Latino Ritual in the American Public Square Readings Hispanic Ministry, Chapter Two, pp. 173-192 5

Hispanics: Not So Catholic Anymore Young Latinos Leave Catholicism for No Religious Affiliation Perspectivas, Popular Religion, pp.105-113, Spirituality: pp. 98-104 Assignments: Write a two-page, double-spaced refection on how the information from this course has contributed to your awareness of why culture needs to be considered within the Catholic evangelization paradigm. Post under Assignment 15 tab. Discussion Question: How would you make sure that the authentic Catholic faith message is not overridden in by cultural considerations? Comment on two of your classmates posts. Final Power Point Presentation (Due Week 15): Compose a Power Point presentation with one of the themes related to culture and evangelization discussed in the course. Email your topic for approval before starting to work on it. Make sure to include a discussion on the importance of communicating the authentic Catholic faith within the cultural paradigm. You may include audio for each slide. Minimum: 15 slides. 4. COURSE REQUIREMENTS 

Discussion Postings – 25%

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Assignment Postings – 25%

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Comment Postings – 25%

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Final Power Point Presentation: 25%

5. REQUIRED READINGS and RESOURCES: 

Deck, Allan Figueroa, Yolanda Tarango, and Timothy M. Matovina. Perspectivas: Hispanic Ministry. Kansas City: Sheed & Ward, 1995. ISBN. 1-55612-770-7

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($8.41 Used)

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Ospino, Hosffman. Hispanic ministry in the 21st century: Present and Future. Miami: Convivium Press, 2010. ASIN: B007RQV5L8 ($18.99 Kindle Edition)

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Ospino, Hosffman. Interculturalism and Catechesis: A Catechists Guide to Responding to Cultural Diversity. New London, CT: Twenty-third Publications, 2017. ISBN 978-1-62785260-9 ($9.95 New)

6. SUGGESTED READINGS and RESOURCES: 

Deck, Allan Figueroa. The Second Wave: Hispanic Ministry and the Evangelization of Cultures. New York: Paulist Press, 1989. ISBN 0-8091-3042-4k ($3:00 Used)

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Matovina, Timothy. Latino Catholicism: Transformation in Americas Largest Church. Princeton, NJ: Princeton Univ Press, 2014. ISBN 978-0-691-163574

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Carey, Patrick W. Catholics in America: A History. Lanham, MD: Rowman & Littlefield, 2008. ISBN 13:978-0-275-98255-3

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OSPINO, HOSFFMAN. HISPANIC MINISTRY IN THE 21ST CENTURY: urgent matters. Place of publication not identified: CONVIVIUM Press, 2016. ISBN 13: 978-1934996676 6

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Meyer, Jean A. The Cristero Rebellion the Mexican People between Church and State, 19261929. Cambridge: Cambridge U Press, 2008. ISBN-13: 978-0521102056

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USCCB on Culture: http://www.usccb.org/issues-and-action/cultural-diversity/cultural-diversitymandate.cfm

7. EVALUATION (Basis of evaluation with explanation regarding the nature of the assignment and the percentage of the grade assigned to each item below). Students who have difficulty with research and composition are encouraged to pursue assistance with the Online Writing Lab (available at http://www.holyapostles.edu/owl).

GRADING SCALE: A 94-100; A- 90-93; B+ 87-89; B 84-86; B- 80-83; C+ 77-79; C 74-76; C- 70-73 D 60-69; F 59 and below [The grading rubric below is optional for faculty to include or modify. A rubric is a helpful tool for ensuring that students know a professor’s expectations. It’s also an easy way to score any assignment. Please note that there are two sample rubrics – one for graduate students and another for undergraduate students. If you’re teaching a 100-400 level course, use the undergraduate rubric. If you’re teaching a 500-level course, retain both since you’ll evaluate students at their appropriate degree program level depending upon whether they’re undergraduate or graduate. If you’re teaching a 600-+ level course, use the graduate rubric.] Undergraduate Rubric

Grading Rubric for the Blog Entries (BE) and Discussion Board (DB) Postings 1 (F)

2 (D)

3 (C)

4 (B)

5 (A)

CONTENT Absence of Understanding Posting shows no awareness of the concepts addressed in the topic by shifting offtopic

Misunderstanding Posting demonstrates a misunderstanding of the basic concepts addressed in the topic through an inability to reexplain them

Adequate Understanding Posting demonstrates an adequate understanding of the basic concepts addressed in the topic by a re-explanation of them

Solid understanding Posting demonstrates an understanding of the basic concepts addressed in the topic and uses that understanding effectively in the examples it provides

Insightful understanding Posting demonstrates an understanding of the basic concepts of the topic through the use of examples and by making connections to other concepts

WRITING & EXPRESSION Incomplete writing

Writing difficult to understand, serious improvement needed

Acceptable writing, but could use some sharpening of skill

Solid writing with something interesting to say

command-level writing, making a clear impression

Posting is only partially written or fails to address the topic

Posting touches only on the surface of the topic and proceeds to talk about something else; confusing organization or development; little elaboration of position; insufficient control of sentence structure and vocabulary; unacceptable number of errors in grammar, mechanics, and usage

Posting is an uneven response to parts of the topic; somewhat conventional treatment; satisfactory organization, but more development needed; adequate syntax and diction, but could use more vigor; overall control of grammar, mechanics, and usage, but some errors

Posting is an adequate response to the topic; some depth and complexity in treatment; persuasive organization and development, with suitable reasons and examples; levelappropriate syntax and diction; mastery of grammar, mechanics, and usage, with hardly any error

Posting is a thorough response to the topic; thoughtful and insightful examination of issues; compelling organization and development ; superior syntax and diction; error-free grammar, mechanics, and usage

RESEARCH 7

Missing Research Paper shows no evidence of research: citation of sources missing.

Inadequate research and/or documentation

Weak research and/or documentation

Over-reliance on few sources; spotty documentation of facts in text; pattern of citation errors.

Inadequate number or quality of sources; many facts not referenced; several errors in citation format.

Adequate research and documentation but needs improvement Good choice of sources but could be improved with some additions or better selection; did not always cite sources.

Solid research and documentation A number of relevant scholarly sources revealing solid research; sources appropriately referenced in paper; only a few minor citation errors.

COMMUNITY INTERACTION (50-word response) Inadequate response

Poor response

Acceptable response

Response merely provides laudatory encouragement for original post, e.g., “Excellent post! You really have thought of something there.”

Response misses the point of the original posting or merely summarizes original posting to which it responds.

Response makes a contribution to the posting to which it responds.

Individually-conscious contributory response

Community-conscious contributory response

Response makes a contribution to the posting to which it responds and fosters its development.

Response makes a contribution to the learning community and fosters its development.

Graduate Rubric

Grading Rubric for the Major Papers 0 pts. – Paper Posting;

3 pts. – Paper Posting;

6 pts. – Paper Posting;

9 pts. – Paper Posting;

12 pts. – Paper Posting;

15 pts. – Paper Posting;

CONTENT Absence of Understanding

Lack of Understanding

Inadequate understanding

Adequate understanding

Solid Understanding

Insightful understanding

Analysis shows no awareness of the discipline or its methodologies as they relate to the topic.

Analysis seems to misunderstand some basic concepts of the discipline or lacks ability to articulate them.

Analysis is sometimes unclear in understanding or articulating concepts of the discipline.

Analysis demonstrates an understanding of basic concepts of the discipline but could express them with greater clarity.

Analysis demonstrates a clear understanding and articulation of concepts with some sense of their wider implications.

Analysis clearly demonstrates an understanding and articulation of concepts of the discipline as they relate to the topic; highlights connections to other concepts; integrates concepts into wider contexts.

Solid research and documentation

Excellent critical research and documentation

A number of relevant scholarly sources revealing solid research; sources appropriately

Critically selected and relevant scholarly sources demonstrating extensive, in-depth research; sources

RESEARCH Missing Research Paper shows no evidence of research: citation of sources missing.

Inadequate research and/or documentation Over-reliance on few sources; spotty documentation of facts in text;

Weak research and/or documentation Inadequate number or quality of sources; many facts not referenced; several errors in

Adequate research and documentation but needs improvement Good choice of sources but could be improved with some additions or

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pattern of citation errors.

citation format.

better selection; did not always cite sources; too many citation errors.

referenced in paper; only a few minor citation errors.

skillfully incorporated into paper at all necessary points; all citations follow standard bibliographic format.

WRITING & EXPRESSION Incomplete writing Analysis is only partially written or completely misses the topic.

Writing difficult to understand, serious improvement needed Analysis fails to address the topic; confusing organization or development; little elaboration of position; insufficient control of sentence structure and vocabulary; unacceptable number of errors in grammar, mechanics, and usage.

Episodic writing, a mix of strengths and weaknesses.

Acceptable writing, but could use some sharpening of skill

Solid writing, with something interesting to say.

Command-level writing, making a clear impression

Analysis noticeably neglects or misinterprets the topic; simplistic or repetitive treatment, only partiallyinternalized; weak organization and development, some meandering; simple sentences, below-level diction; distracting errors in grammar, mechanics, and usage.

Analysis is an uneven response to parts of the topic; somewhat conventional treatment; satisfactory organization, but more development needed; adequate syntax and diction, but could use more vigor; overall control of grammar, mechanics, and usage, but some errors.

Analysis is an adequate response to the topic; some depth and complexity in treatment; persuasive organization and development, with suitable reasons and examples; level-appropriate syntax and diction; mastery of grammar, mechanics, and usage, with hardly any error.

Analysis is a thorough response to the topic; thoughtful and insightful examination of issues; compelling organization and development; superior syntax and diction; errorfree grammar, mechanics, and usage.

8. DISABILITIES ACCOMMODATIONS POLICY Holy Apostles College & Seminary is committed to the goal of achieving equal educational opportunities and full participation in higher education for persons with disabilities who qualify for admission to the College. Students enrolled in online courses who have documented disabilities requiring special accommodations should contact the Director of Online Student Affairs 860-6323015. In all cases, reasonable accommodations will be made to ensure that all students with disabilities have access to course materials in a mode in which they can receive them. Students who have technological limitations (e.g., slow Internet connection speeds in convents) are asked to notify their instructors the first week of class for alternative means of delivery. 9. ACADEMIC HONESTY POLICY Students at Holy Apostles College & Seminary are expected to practice academic honesty. Avoiding Plagiarism In its broadest sense, plagiarism is using someone else's work or ideas, presented or claimed as your own At this stage in your academic career, you should be fully conscious of what it means to plagiarize. This is an inherently unethical activity because it entails the uncredited use of someone else's expression of ideas for another's personal advancement; that is, it entails the use of a person merely as a means to another person’s ends. Students, where applicable: 9

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Should identify the title, author, page number/webpage address, and publication date of works when directly quoting small portions of texts, articles, interviews, or websites.

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Students should not copy more than two paragraphs from any source as a major component of papers or projects.

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Should appropriately identify the source of information when paraphrasing (restating) ideas from texts, interviews, articles, or websites.

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Should follow the Holy Apostles College & Seminary Stylesheet (available on the Online Writing Lab’s website at http://www.holyapostles.edu/owl/resources).

Consequences of Academic Dishonesty: Because of the nature of this class, academic dishonesty is taken very seriously Students participating in academic dishonesty may be removed from the course and from the program. 10. ATTENDANCE POLICY Even though you are not required to be logged in at any precise time or day, you are expected to login several times during each week. Because this class is being taught entirely in a technologymediated forum, it is important to actively participate each week in the course. In a traditional classroom setting for a 3-credit course, students would be required, per the federal standards, to be in class three 50-minute sessions (or 2.5 hours a week) and prepare for class discussions six 50minute sessions (or 5 hours) a week. Expect to devote at least nine 50-minute sessions (or 7.5 quality hours) a week to this course. A failure on the student’s part to actively participate in the life of the course may result in a reduction of the final grade. 11. INCOMPLETE POLICY An Incomplete is a temporary grade assigned at the discretion of the faculty member. It is typically allowed in situations in which the student has satisfactorily completed major components of the course and has the ability to finish the remaining work without re-enrolling, but has encountered extenuating circumstances, such as illness, that prevent his or her doing so prior to the last day of class. To request an incomplete, distance-learning students must first download a copy of the Incomplete Request Form. This document is located within the Shared folder of the Files tab in Populi. Secondly, students must fill in any necessary information directly within the PDF document. Lastly, students must send their form to their professor via email for approval. “Approval” should be understood as the professor responding to the student’s email in favor of granting the “Incomplete” status of the student. Students receiving an Incomplete must submit the missing course work by the end of the sixth week following the semester in which they were enrolled. An incomplete grade (I) automatically turns into the grade of “F” if the course work is not completed. Students who have completed little or no work are ineligible for an incomplete. Students who feel they are in danger of failing the course due to an inability to complete course assignments should withdraw from the course. A “W” (Withdrawal) will appear on the student’s permanent record for any course dropped after the end of the first week of a semester to the end of the third week. A “WF” (Withdrawal/Fail) will appear on the student’s permanent record for any course dropped after the end of the third week of a semester and on or before the Friday before the last week of the semester. 10

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