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We will consider the following questions: How does the literature of the regions in question portray bodies in relation with the self, other bodies, and the spaces they inhabit? How does this correlate to the formations of the self and identity? We will primarily analyze texts from various genres in their own narrative construction, their sociohistorical placement, and in dialogue with other media, such as film and visual art. This course explores portrayals of human difference in literature, travel writing, painting, and autobiography from Spain, England, and the Americas.

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Students will become versed in debates surrounding the emergence of human distinctions based on religion, race, and ethnicity in the early modern era. Understanding these debates and the history surrounding them is crucial to participating in informed discussion, research, and activism regarding issues of race, empire, and colonialism across time and space. By focusing on the complex relationship between performative practices and enslavement, we will examine the slaveholding regimes that developed in premodern Asia and colonial Latin America between the twelfth and nineteenth centuries.

A goal of this seminar is to initiate a conversation about the economic, social, and political function of slavery in these apparently dissimilar contexts, and about the cultural forms that not only made slaveholding domination intelligible but also disrupted it. How should we theorize the relation between slavery and performativity in such a heterotopic territory?

What methods, archival sources, and conceptual tools become most useful in pursuing this task within the context of Asian premodernity and Latin American colonialism? This seminar sets out to address these questions within the space of a trans-regional and interdisciplinary collaborative forum. In this vein, slavery offers a system through which to rethink disciplinary connections, through the figure of discipline itself. Reading fluency in Japanese, Spanish, or Portuguese highly recommended.

Consent required; email Professor Lugo-Ortiz a paragraph explaining why you want to join the seminar, your background skills, and what you hope to get out of the class. Time for this session to be arranged. Through the study of a selection of films and documentaries, this course will provide a critical examination of the history and poetics of cinema in Spain, with particular attention to the relation between the representation of space and the recovery of traumatic memory in contemporary culture.

We will explore the literary strategies and techniques at play in the novel, as well as its take on the relation between fiction and history, and the representation of memory and loss. Depending on the student's major, readings can be done in Catalan, English, or Spanish.

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Class discussions will be conducted mostly in Spanish. This course provides students with a foundation in foreign language acquisition and sociolinguistic research pertinent to foreign language teaching and introduces current teaching methodologies and technologies and their usefulness in the classroom. We will take a transatlantic and hemispheric approach to examining the political, epistemological, and aesthetic dimensions of the concept of the Baroque, by reading European and Latin American theory and poetry from three centuries 17th, 20th, 21st. The course is purposefully designed to put modern and early modern texts in constant dialogue.

The literary essays of 20th-c. Latin American writers such as Lezama Lima and Alfonso Reyes, for instance, will illuminate the 17th-c.


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  • The remarkable persistence of the Baroque across centuries, geographies, and cultures raises a number of questions. Why has the Baroque not gone out of fashion, but rather, been reborn again and again? How does this apparently recondite mode manage to remain politically relevant and articulate urgent ideas in its moment? How does the Baroque provide poets with a prism through which to explore questions of subjectivity, originality, and capital?

    How does the Baroque contribute to or complicate notions of intertextuality? How does a Baroque aesthetic theorize accumulation and waste in developing capitalist and late capitalist societies? How does the connection between the neo-Baroque and antropofagia, the Brazilian notion of cultural cannibalism, play out in poems not only written in Brazil, but also throughout Latin America and in the US? PQ: Spanish encouraged but not required. In this course, we will delve into ten significant theater plays written in the last century by Spanish, Latin American and Latinx playwrights.

    We will examine how latinidad, with its multiple definitions and contradictions, emerges in these plays; and also, which questions these works pose regarding the different historic and cultural contexts in which they were written. As a discipline that aims to explore and embody social practices and identities, theater has become a place where these questions articulate themselves in a critical manner. A physical space where bodies and languages explore, sometimes through its mere unfolding on the page and the stage, unforeseen limits of class, identity, and ethnicity.

    Each week, we will discuss one play and one or two significant critical essays, and the discussion will be conducted through a set of questions and crossed references. Readings available in both English and Spanish. Despite many proclamations about its imminent death, the novel has managed until now to survive as a literary genre, often by interrogating the limits of the fictional and engaging at the same time the imaginary and the factual, or as Bakhtin would put it by embracing, absorbing, imitating or parodying a wide variety of discourses.

    This seminar will study a number of works of contemporary Iberian literatures Basque, Catalan, and Spanish that question and explore the various boundaries between fiction and non-fiction, between the generic conventions of the novel and short stories, between original and translation. In this course we will read classic Spanish poems of the Golden Age from different methodological and theoretical paradigms. Each class session will revolve around one or a few poems in order to allow time for in-depth discussion and analysis, and we will systematically pair these lyric texts with influential critical readings of them.

    On the one hand, this will provide students with an introduction to the main poetic genres, traditions, periods, and authors of the Spanish Golden Age in their historical context. In this seminar we will focus on the literary practices of early modern popular soldiers in order to explore the multiple relations between war and literature in the Hispanic world.

    How does literary discourse intervene in military conflict? How does war literature represent, legitimize, or oppose imperial warfare and violence?

    How does what the observers witness on the battlefield unsettle their previous ideas and values about war? In recent decades we have undergone a radical transformation in the ways in which we look at and understand representation and identity. In this course, we will read a sample of the prominent voices to have emerged from the literature of the Cuban Diaspora since the triumph of the socialist revolution in We will look at the problematics of migration and exile specifically as a literary and cultural problem.

    We will thus explore these broad themes in an array of readings from throughout the Cuban Diaspora. Among the many questions to be raised, we will consider the ways in which literature can represent and reproduce the human, social, cultural, historical and political experiences of exile. Through these multiple visions of the self and homeland, we will examine expressions of how that self remembers, imagines and reconstitutes the homeland as well as its Diasporic community. Readings and class meetings will be in Spanish.

    We often perceive this as a rupture with the once eternal-seeming book form, as it gradually creeps into obsolescence. It is easy to forget that the book, far from being timeless, is a specific technology that was designed for a particular mode of reading. This seminar is premised on the argument that the modes of reading engendered by the technology of the book shaped the transmission of knowledge for centuries in the Iberian Peninsula. Histories of reading will consider the way in which different disciplines converge in the study of this process of knowledge-making.

    In this class we will explore examples of medieval and early modern Iberian manuscripts and early printed books transmitting works by Ramon Llull, Arnau de Vilanova, and Alfonso X, among others, paired with critical pieces by the likes of Ann Blair, Roger Chartier, Fernando Bouza, Sarah Kay, D. McKenzie, and Cornelia Vismann. We will also have working sessions at the Special Collections section of the Library of the University of Chicago and the Newberry Library.

    This course will provide a historical overview of the configuration of Peninsular Hispanism, analyze current debates on Iberian Studies, and use a selection of Iberian literary works to discuss and explore the disciplinary and practical implications of this change. This course will examine an array of representative texts written in Spanish America from the colonial period to the late nineteenth century, underscoring not only their aesthetic qualities but also the historical conditions that made their production possible.

    Nos dedicamos al estudio de la narrativa comenzando con ejemplos de don Juan Manuel, y continuando con las Novelas ejemplares de Cervantes. Students in this course study an array of texts written in Spanish America from the late nineteenth century to the present, including the literature of the Hispanic diasporas.

    This course examines an array of representative texts written in Spanish America from the colonial period to the late nineteenth century, underscoring not only their aesthetic qualities but also the historical conditions that made their production possible. Through a variety of representative works of Hispanic literature, this course focuses on the discussion and practical application of different approaches to the critical reading of literary texts. We also study basic concepts and problems of literary theory, as well as strategies for research and academic writing in Spanish.

    Class conducted in Spanish. Readings in Catalan, English, and Spanish.

    Manifiesto Violencia en Puerto Rico violencia en contra de la mujer. (Spanish Edition)

    It will focus on the inter-religious context of these projects, and ask how their cultural dynamics of were shaped by the interaction of the Christian, Muslim, and Jewish communities living under their rule. Narratives of recovery and transmission of the historical past play a prominent role in contemporary fiction.

    This seminar will be devoted to a careful reading of the second part of Don Quijote from the point of view of genre and literary career. Published ten years after the Ingenioso hidalgo don Quijote de la Mancha , this second part shows marked differences from the first. The Roman poet had begun writing eclogues and concluded with an epic.

    Cervantes imitates his career albeit in prose. He begins with a pastoral romance La Galatea and seeks to progress to the epic with the Persiles y Sigismunda published posthumously. The Quijote , in the middle of his production, is an apprenticeship to epic. How, then, is the second part different from the first? Does Cervantes use the same classical models?

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    Can we include Ovid as a possible model? How does he imitate the different models? And what are we to make of a knight that no longer seems to seek adventures but sinks deeper and deeper into melancholia? Is his final defeat a moment that signals the failure of epic as model for the text? The course will lead students to explore the situation of the main languages in the Iberian Peninsula from a sociolinguistic perspective in the wide sense of the word.

    It will present language diversity in the Iberian Peninsula and lead students to discuss and read about language contact, language planning including both status and corpus planning , language policy, ideologies and linguistic representations regarding Spanish, Portuguese, Galician, Catalan, Occitan, Basque, Aragonese and Asturian.

    Increíble!

    This sociolinguistic course expands understanding of the historical development of Spanish and awareness of the great sociocultural diversity within the Spanish-speaking world and its impact on the Spanish language. We emphasize the interrelationship between language and culture as well as ethno-historical transformations within the different regions of the Hispanic world.

    Special consideration is given to identifying lexical variations and regional expressions exemplifying diverse sociocultural aspects of the Spanish language, and to recognizing phonological differences between dialects. We also examine the impact of indigenous cultures on dialectical aspects. The course includes literary and nonliterary texts, audio-visual materials, and visits by native speakers of a variety of Spanish-speaking regions. This course examines the ways women from Latin America and the Caribbean wield performance art to engage their social realities and to engage questions of race, gender, and sexuality.

    How do women both produce and disidentify with constructs of womanhood on stage? How do they use performance to explore the ways histories of genocide, dictatorship, and imperialism shape constructs of gender? The hegemonic narrative of knowledge production in the Iberian Peninsula has historically centered on male writers, thus excluding contributions of women. This seminar will explore the intellectual interventions of medieval and early modern Iberian poets, professors, encyclopedists, and theologians who also happened to be women.

    Did these women present a perspective on knowledge-making different than their male counterparts? More importantly, what were the paths to knowledge that were available to them in a society that offered women limited social and intellectual roles? PQ: Taught in Spanish. This course will follow the traces of queer voices throughout different textual and artistic manifestations — from poetry to scenic arts, from narrative to cinema — with the aim to draw an intersectional, unstable and transnational map of rebel textualities and visualities in both the Latin American countries and Spain.

    As a lateral way of looking, queerness brings together, not without conflict, activism and academia, theory, action and creation.