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Graduate Courses Fall 2021

The document outlines graduate courses offered by the Department of Spanish and Portuguese for Fall 2021, including topics such as Latinx Studies, Golden Age literature, bilingual linguistic development, and contemporary Latin American literature. Each course emphasizes critical exploration of cultural, historical, and linguistic themes relevant to Spanish and Portuguese-speaking contexts. Students will engage with various texts and theories to deepen their understanding of the complexities within these fields.

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Victor Martinez
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16 views5 pages

Graduate Courses Fall 2021

The document outlines graduate courses offered by the Department of Spanish and Portuguese for Fall 2021, including topics such as Latinx Studies, Golden Age literature, bilingual linguistic development, and contemporary Latin American literature. Each course emphasizes critical exploration of cultural, historical, and linguistic themes relevant to Spanish and Portuguese-speaking contexts. Students will engage with various texts and theories to deepen their understanding of the complexities within these fields.

Uploaded by

Victor Martinez
Copyright
© © All Rights Reserved
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DEPARTMENT OF SPANISH AND PORTUGUESE

GRADUATE COURSES. FALL 2021

Rebeca Hey-Colón
8147 20 &21st Century Span Am Lit W 5:30-8:00 CLAS

Unraveling the “X” in Latinx Studies


Historically, the “X” has been a marker of precarious access, particularly in its employment as a
signature for non-literate peoples. Expressions such as “the ‘X’ factor,” however, allude to the
existence of a volatile yet highly influential variable that can affect all outcomes. In this way, the
“X” straddles the divide between inclusion and exclusion, between the knowable and the hidden.
Thinking critically about the “X” thus foregrounds the need to seriously consider the plurality of
meanings transmitted by this epistemic sign. Guided by this premise, in this course we will
undertake a thorough exploration of the multiple meanings of the “X” in Latinx Studies. Some of
the discussions will lead us towards conflicting perspectives on class, ethnicity, gender,
language, and race (among others), between the United States and Latin America. Others will
address historical silences in these regions. All conversations will highlight the importance of
interrogating our disciplines not only in regards to what they say, but also to what they silence.
As a result of these discussions, students will gain a solid understanding of the field of Latinx
Studies, from its academic establishment in the 60s until now. They will also be asked to
continually question its evolution, as well as to ponder the charting of its future paths.

Víctor Pueyo Zoco


8130 Seminar on Golden Age T 5:30-8:00 CLAS

Retro-colonialism: Debates in Early Modern Spanish and Latin American Colonial


Literatures (1492-1700)
Can we read the Spanish Golden Age canon colonially? Can we read it otherwise? When a fancy
academic term like “transatlantic literature” is presented to our attention, we almost instinctively
rush to consider the vast geographic range of the Empire, the reach of its power networks, and
the resistance practices they provoked among the colonized. Less common, however, is to
engage in the opposite gesture: to consider the impact the colonial enterprise had on the
configuration of early capitalist cultural production in Spain. Reading metropolitan texts vis-à-
vis colonial ones is not transatlantic enough; we may have to learn how to read them through
strictly colonial categories. In doing so, these texts can be re-inscribed into the process of
primitive accumulation to which they belong, coming full circle and clearing out new paths for
innovative research. This course offers an outlook on some of the colonial concepts that enable
us to read modernity (if there is such thing) against its own grain. “Transculturation”,
“heterogeneity” and “the lettered city”, no less than the “baroque” or the notion of “literature”
itself, are problems that emerge during the sixteenth and the seventeenth centuries to haunt both
Spanish and Latin American studies onwards.
Our goal can be simply stated like this: to some extent, by boiling down modernity to the
moment of its inception (the transition to capitalism in Spain and Latin America), we should be
able to reach a better understanding of the challenges our distinct and certainly unevenly
developed versions of modernity can pose. We can certainly try to answer the following
questions: Why has Spanish fiction been traditionally accused of refusing to embrace pure
fantasy and gravitating towards “realism” instead, from Don Quixote and Quevedo to testimonio
and magical realism? What is typically Spanish about “costumbrismo”, a word encompassing
colonial “pintura de castas”, the esperpento, and comic books such as Rue 13 del Percebe that
even lacks a direct translation to English? Why? How is the neobaroque (or even the
ultrabaroque) indebted to some sort of Hispanic baroque condition? Is the music we listen to still
Calderonian? Why is Spanish fiction (from the picaresque to the Periquillo, from El chavo del
ocho to Carlos Saura’s or Víctor Erice’s cinema) so often populated by children, and even more
so, by children that are not really children? NOTE: the course will be in Spanish, but papers and
participation in English are perfectly ok too.

Paul Toth
8300.001 Sem Span Ling R 5:30-8:00 CLAS

Linguistic Development among Spanish-English Bilinguals

This course explores the relationship between challenging linguistic structures of Spanish and
English and developmental processes observed among Spanish-English bilinguals, whether they
be classroom or uninstructed learners. The goal is to better understand the dynamic process
whereby the inherent complexity of particular linguistic resources interacts with social and
individual opportunities for language use to affect bilingual proficiency. Our investigation of
structural complexity will include linguistic comparisons between Spanish and English in the
following areas: (1) verb tense, mood, and aspect; (2) the pronominal system; (3) noun classes and
definiteness; (4) the lexicon and word meaning; and (5) sociolinguistic and pragmatic norms. We
will use theoretical accounts of linguistic structures, as well as research on the linguistic
development of emerging Spanish-English bilinguals to inform our conclusions. Throughout the
course, implications will be derived to inform the practices of classroom instruction and social
services to immigrant communities.

There will be 2-3 article-length readings assigned each week. The format for class meetings will
include an overview of the day’s topic and readings made by the instructor, followed by oral
presentations made by designated individuals, and a discussion by the whole class. Remaining
class time will be used to prepare students for topics coming up in the next week’s readings. In
addition to oral presentations, assignments will lead to the completion of an original research
project requiring data collection and analysis from second language learners. Students will be
helped through the process of gaining IRB approval for research with human subjects.
In order to accommodate students from other departments, class readings and discussions will be
in English. However, written assignments may be completed in either English or Spanish.

Adam Shellhorse
5141 Survey of Span American Lit M 17:30-20:00 VIRT

Literatura y afecto en América Latina: Brasil e Hispanóamerica

With a focus on the avant-garde, the experimental, and affect, this course examines 20th and 21st
century Spanish American and Brazilian literature from a comparative context. Throughout, we
will critically examine what is literature from the perspective of culture, and the concrete
functions that have been historically assigned to literature in Latin America: its relation to
experimentation, poetics, the arts, and creating the new, but also its uneven relation to race,
gender, culture, subalternity, and the nation-state.

After reflecting on the traditional role of the intellectual in Latin America, we will spend the rest
of the semester examining experimental texts and intellectual debates that pose questions at the
heart of the field. In this sense, the course is an appropriate introduction to debates in aesthetic
theory and world literature theory. Examining the subjects of literature, art, affect, and politics
as related to Hispanic and Latin American Literature studies, the course is organized in terms of
three questions: 1) an examination of Spanish American and Lusophone writers, 2) classics of
continental theory, 3) the politics of subversive, experimental writing.

This course explores, then, the complex relationships between texts and conceptions of Latin
American modernity, culture, critical consciousness, and the literary field. Drawing from a list
of canonical and experimental works, we will explore some of the pressing debates in the field of
contemporary Brazilian and Latin American Studies such as the crisis of literature, the legacies
of literary vanguardism, and the problems of race, gender, postcoloniality and representation. As
we examine a list of canonical writers, we will be asking ourselves throughout the course: how
are literary texts different from other cultural productions? And what is literature’s relationship
to the nation-state? What kind of power do texts have on “reality,” and on our ways of seeing
the world? Does literature open us up to new possibilities of subjectivity and critique? What is
literature’s relation to other media, such as the visual arts, mass and digital communications and
music? Finally, what is Latin American literature’s place and relationship to world literature
studies and affect theory in the global present?

In our readings, which include poetry, the experimental and regional novel, the essay, the short
story, and the avant-garde manifesto, we will incorporate the viewpoints of leading Latin
American writers such as Haroldo de Campos, Ángel Rama, Carlos Fuentes, Clarice Lispector,
Ricardo Piglia, Roberto Bolaño, Juan José Saer, as well as contemporary theorists and cultural
critics.
Sergio R. Franco
4143/5143 Spanish American Novel TR 14:00-15:20 VIRT

The Latin American Novel


Spanish 4143/5153 provides an overview of Spanish American Novella that corresponds to
different aesthetics, ranging from the third decade of the 20th century to recent works. This course
will examine the variety of aesthetics and dominant narratives as well as relevant connections
between Spanish American Novel and cultural production. As such, the course is intended to
develop students’ analytical abilities and close reading skills through the interpretation of Spanish
language literary texts.
Readings

María Luisa Bombal, La amortajada (1938); José María Arguedas, Diamantes y pedernales
(1954); Alejo Carpentier, El acoso (1956) ; Juan Carlos Onetti, Para una tumba sin nombre (1959);
Carlos Fuentes, Aura (1962); Mario Vargas Llosa, Los cachorros (1967); Mario Benedetti, La
vecina orilla (1977); Gabriel García Márquez, Crónica de una muerte anunciada (1981); Rosario
Ferré, Maldito amor (1989); César Aira, Un episodio en la vida del pintor viajero (2000).

Janire Zalbidea (MWF)


4302/5302 Intro Span Linguistics MWF 14:00-14:50 HYBR

Intro to Spanish Linguistics


This course offers an introduction to the concepts and procedures of linguistics as it applies to
the Spanish language. Students learn about the sound system (phonetics and phonology),
structure of words (morphology), and sentence patterns (syntax) in Spanish. The course also
considers the history of the Spanish language, how Spanish varies depending on where it is
spoken (including speech communities in the US), and how it is acquired by children and adults.
Course grading will be based on a combination of quizzes, tasks, and other individual and group
activities.

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