Field Research Grants
CLACS is pleased to invite applications for grants in support of summer field research by Indiana University graduate students with interests in Latin America or the Caribbean. These grants are made possible by generous support from the Tinker Foundation, the IU College of Arts and Sciences, and the IU School of Public and Environmental Affairs.
Summer 2014 Tinker Grants
The application period for Summer 2014 Tinker Grants is now closed.
- In keeping with Tinker Foundation guidelines, applications will be accepted for any Spanish- or Portuguese-speaking country in Latin America or the Caribbean. Puerto Rico is not an eligible destination.
- Students in any school or discipline are welcome to apply, including students pursuing terminal professional degrees, so long as the proposed research meets the criteria for design and feasibility detailed in the application instructions. These grants are not, however, intended to support dissertation research.
- Citizens of any country are welcome to apply. Students proposing to conduct research in their home countries will be eligible if the proposed project constitutes their first structured field research in that country.
Award Amounts and Eligible Expenses
Grants will be awarded in the range of $500 to $1500, depending on the total amount of expected travel expenses. Please see the application instructions below for more information on acceptable budget categories.
Research must be conducted for a minimum of two weeks in-country. Maximum durations will normally be 6-8 weeks, although longer projects will be considered if plans are detailed and feasibility is clearly addressed.
2014 Grantee Instructions
Summer 2013 Tinker Grants
- Check out the listing of 2013-Funded projects and a map of where the Tinker Recipients did their field research.
Tinker Recipient Spotlight
Matthew Lebrato is a Ph.D. student in sociocultural anthropology, with a CLACS minor, whose geographical focus is Mesoamerica, particularly Oaxaca, Mexico. Matthew received a Tinker grant in summer 2013, and, as a result, spent his summer in various Ayuujk (Mixe) indigenous communities during which time he participated in cultural forums, renewed existing contacts, and established new contacts with numerous individuals and organizations working on intercultural education. His project for the summer aimed to investigate intercultural education as a potentially counter-hegemonic process that seeks to strengthen indigenous practices, traditions, and knowledge in order to alter the relationship between indigenous peoples and the state.