Results for ILAC

Wouldn¿t it be great if you could quickly increase your Spanish proficiency through an intensive immersion experience right here at Stanford? Wouldn¿t you love to gain the cultural and historical knowledge necessary to begin taking film, literature, and culture courses generally reserved for advanced students? This intensive Spanish immersion course is designed to help students who have completed a year of Spanish to move forward quickly toward greater linguistic and cultural competence.nnAfter a year of Spanish, students tend to be able to handle straightforward interactions related to basic needs and personal information, but they generally lack the ability to handle more abstract discussions or to combine short utterances into longer presentations of their ideas. Most students likewise have little knowledge of the rich and complex history that surrounds the Spanish language or the central role that Spanish has played in the cultural, artistic, and political life of California. nnIn this course, a team of experienced instructors will help students improve their Spanish through intensive lessons that incorporate film, literature, and social issues. Through a focused discussion of the themes of immigration and democracy in Latin America, Spain, and the United States, as well as excursions and guest lectures by Stanford faculty and community leaders, this course will immerse students in Spanish and help them to gain advanced proficiency much more quickly. Sophomore College Course: Application required, due noon, April 7, 2015. Apply at http://soco.stanford.edu.

Between 2000 and 2012, a young Spanish American novel emerges, taking at times a minimalist point of view to narrate individual stories with a subjective tone, or continuing a tradition of the historical panorama to present national tragedies that occurred in the last two or three decades. Focus is on this new type of novel from different countries, with such titles as "El cuerpo en que nací" by Guadalupe Entel; "Las teorías salvajes" by Pola Oloixarac; "El ruido de las cosas al caer" by Juan Gabriel Vazquez; and "Bonsai" by Alejandro Zambra, among others. Taught in Spanish.

A basic introduction to the elements of lyric poetry--image, metaphor, symbol, connotation, denotation, irony, rhyme and meter - drawing upon a selection of poems from major poets of the Hispanic World, including, G. A. Bécquer, Rosalía de Castro, Rubén Darío, Miguel de Unamuno, Antonio Machado, Juan Ramón Jiménez, Garcia Lorca, Pablo Neruda, and Gabriela Mistral. This is a bilingual course, taught both in English, and Spanish, with an emphasis on Spanish. Some knowledge of Spanish is necessary.

A survey of Iberian cinema in the second half of the 20th century. Traces the slow making of an international success with directors like Saura, Almodóvar, Amenábar,Medem, Pons, Bollaín and Villaronga. Starting with the early Buñuel, the course examines cinema's shaping of the national imaginary and its articulation of collective memories suppressed during the Franco dictatorship, as well as the challenges of cultural continuity. Taught in Spanish.

Short stories, poetry, and theater. What analytical tools do the "grammars" of different genres call for? What contact zones exist between these genres? How have ideologies, the power of patronage, and shifting poetics shaped their production over time? Authors may include Arrabal, Borges, Cortázar, Cernuda,García Márquez, Lorca, Neruda, Rivas. Taught in Spanish.

Research and writing in the humanities; focus is on culture, literature, and society of the Spanish-speaking world. Students will learn how to conduct research online and in the library while developing archive skills. Emphasis is on skill-building while exploring topics of interest to each student from various historical periods and global locations. Prerequisite: SPANLANG 13 or equivalent. Meets Writing-in-the-Major requirement.

The purpose of this course is to study major figures and historical trends in modern Iberia against the background of the linguistic plurality and social and cultural complexity of the Iberian world. We will study the fundamental issues of empire, the Napoleonic occupation of Spain, Latin American independence, recurring civil wars, federal republicanism, and the historic nationalisms (Galician, Basque, and Catalan), all leading up to the Spanish Civil War (1936-1939), which is a defining moment in modern Spanish and European history, with ongoing consequences still felt and debated painfully today in contemporary Spain. This course is designed to help prepare students for their participation in the Stanford overseas study programs in Barcelona and Madrid. Taught in Spanish.

Part of the Gateways to the World program, this is an introductory course for all things Latin American: culture, history, literature, and current events. By combining lecture and seminar formats, the class prepares you for all subsequent research on, and learning about, the region. Comparative discussion of independence movements in Mexico, Central America, the Caribbean, the Andean Region, Brazil, and the Southern Cone. Other topics vary yearly, including: representations of ethnicity and class, the Cold War, popular culture, as well as major thinkers and writers. Open to all. Recommended for students who want to study abroad in Santiago, Chile. Required for majors in Spanish or Iberian and Latin American Cultures (ILAC). In Spanish.

How does the criterion for the division between the human and the animal take part on contemporary Latin American narrative? To what extent is this divide challenged or contested? The course combines a discussion of the literary works of authors like Jorge Luis Borges, Horacio Quiroga, Julio Cortázar, Mario Bellatin, Clarice Lispector, and José María Arguedas with a reflection on the animal and animality in the writings of Bataille, Derrida and Deleuze. Taught in English.

This course examines different expressions of self-portrayal in Latin America from 1920s to the present. The course explores different models of self-shaping and forms of expression that draw contourns on self and identity in Latin America. After a brief consideration of the Inca Garcilaso, Sor Juana, J.F. Sarmiento, we examine the works of José Vasconcelos, Norah Lange, Victoria Ocampo, Frida Kahlo, José María Arguedas, Rosario Castellanos, Mario Bellatin, Tununa Mercado, Marcela Trujillo, Fernando Vallejo, among others. Taught in Spanish; Spanish proficiency required.

Can the study of cinematographic adaptation of novels help us understand better the specific nature of literature and that of film? Addressing this central question, the course combines an introduction to Brazilian narrative (Euclides Da Cunha, Mário De Andrade, João Guimaraes Rosa, Graciliano Ramos, Rubem Fonseca, Clarice Lispector) and a panorama of Brazilian cinematography (from Cinema Novo to contemporary productions). The course offers a space for reflection on the multifaceted relationship between the literary and the cinematographic. Taught in English.

Survey on modern Iberian literatures (Spanish, Catalan, Basque, Galician and Portuguese) through major canonical authors. Community building, tolerance, the ethics of memory, the value of human purpose as a tool for survival are some of the issues explores in key works by Eca de Queiros, Miguel de Unamuno, García Lorca, Fernando Pessoa, Antonio Machado, Mercé Rodoreda, Maria Angels Anglada, Ramón Sainzarbitoria and Manuel Rivas. Taught in Spanish. Prerequisites: SPANLANG 13 or equivalent, SPANLANG 102 Recommended.

Focus on how images and narratives of migration are depicted in recent Latin American film. It compares migration as it takes place within Latin America to migration from Latin America to Europe and to the U.S. We will analyze these films, and their making, in the global context of an evergrowing tension between "inside" and "outside"; we consider how these films represent or explore precariousness and exclusion; visibility and invisibility; racial and gender dynamics; national and social boundaries; new subjectivities and cultural practices. Films include: El niño pez, Bolivia, Ulises, Faustino Mayta visita a su prima, Copacabana, Chico y Rita, Sin nombre, Los que se quedan, Amador, and En la puta calle. Films in Spanish, with English subtitles. Discussions and assignments in Spanish.

Discusses the different artistic avatars exercised by Latin American modernistas at the turn of the 19th Century in the context of growing capitalism, technological innovation and social transformation. We focus on how modernistas as poets, journalists and collectors explored and transgressed the limits of the individual and his/her situation. We consider topics like cosmopolitanism, dandysm, autonomy of art, and the aesthetic cultivation of the self. Authors include: Delmira Agustini, Rubén Darío, Julián del Casal, Leopoldo Lugones, José Martí, Manuel Gutierrez Nájera, José Enrique Rodó, José Asunción Silva, and Abraham Valdelomar. Spanish proficiency required.

Survey of literature in Spanish from the early modern period. Course will draw on transatlantic literature. Taught in Spanish; prerequisite: SPANLANG 13 or equivalent.

From independence to the present. Topics include romantic allegories of thennation; modernism and postmodernism; avant-garde poetry; regionalism versus cosmopolitanism; indigenous and indigenist literature; magical realism and the literature of the boom; Afro-Hispanic literature; and testimonial narrative. Authors may include: Bolívar, Bello, Gómez de Avellaneda, Isaacs, Sarmiento, Machado de Assis, Darío, Martí­, Agustini, Vallejo, Huidobro, Borges, Cortázar, Neruda, Guillon, Rulfo, Ramos, Garcí­a Marquez, Lispector, and Bolaño. Taught in Spanish.

According to J.H. Elliott, it took a century for Europeans to come "to grips with the realities of America." This is a seminar about this process as it took place in the Spanish world. We will read a wide array of primary sources: Explorers' journals, conquistadors' accounts, chronicles, pioneering ethnographies, gory engravings, and heartfelt denunciations of colonialism. We will explore issues related to otherness, cultural encounters, knowledge and power, rhetoric and propaganda, and historical memory in the early modern era.

This course explores the role of the imagination in 19th and 20th century Portuguese and Brazilian literature. We will read 4-5 novels, short stories and articles analyzing how and why authors recreate imaginary processes in their characters, and what these processes reveal about the socio-cultural contexts of their period. Authors include Raúl Brandão, Machado de Assis, Antonio Lobo Antunes, Raduan Nassar, and Álvaro Cardoso Gomes, with complementary short pieces by Fernando Pessoa, José Saramago, Mario de Andrade, Guimarães Rosa, and Clarice Lispector. Readings available in English and Portuguese. In English.

Pedro Almodóvar is one of the most recognizable auteur directors in the world today. His films express a hybrid and eclectic visual style and the blurring of frontiers between mass and high culture. Special attention is paid to questions of sexuality and the centering of usually marginalized characters. This course studies Pedro Almodóvar's development from his directorial debut to the present, from the "shocking" value of the early films to the award-winning mastery of the later ones. Prerequisite: ability to understand spoken Spanish. Readings in English. Midterm and final paper can be in English. Majors should write in Spanish.

The manners in which a country is perceived and defines itself is a result of many complex forces, and involves the reproduction of social relations and complex social constructions both on the part of those who live there and those who see it from a distance. The perceptions of what Brazil is and what defines the country has changed throughout times, but has conserved some clear pervasive defining traits. This course is an introduction to the history, culture, politics and artistic production of Brazil as seen through feature films, documentaries and some complementary readings. Movies include, among others, Banana is my Business, Black Orpheus, Olga, They Don't Use Black-Tie, City of God, Central Station, Gaijin, and Four Days in September-among others. In English.

Open only to students in the department, or by consent of instructor.

Focus on the representation of non-normative sexualities and genders in films by Pedro Almodóvar, one of the most recognizable auteur directors in Europe today. Analysis of his hybrid and eclectic visual style complemented by critical and theoretical readings in queer studies. Taught in English.

Analysis of the Argentine author's literary renditions of philosophical ideas. Topics may include: time, free will, infinitude, authorship and self, nominalism vs. realism, empiricism vs. idealism, skepticism, peripheral modernities, postmodernism, and Eastern thought. Close reading of short stories, poems, and essays from Labyrinths paired with selections by authors such as Augustine, Berkeley, James, and Lao Tzu. The course will be conducted in English; Spanish originals will be available. Satisfies the capstone seminar requirement for the major in Philosophy and Literature.

Enrollment limited. Spanish and Spanish American short stories approached through narrative theory and craft. Assignments are creative in nature and focus on the formal elements of fiction (e.g. character and plot development, point of view, creating a scene,etc.). Students will write, workshop, and revise an original short story throughout the term. No previous experience with creative writing is required. Readings may include works by Ayala, Bolaño, Borges, Clarín, Cortázar, García Márquez, Piglia, Rodoreda, and others. Prerequisite: SPANLANG 102 or permission from instructor.

Latin American and Spanish poetry approached through elements of craft. Assignments are creative in nature and focus on lyric subgenres (e.g. ode, elegy, prose poetry) and formal elements of poetry (e.g. meter, rhythm, rhetorical figures, and tropes). Students write original poems over the course of the quarter. No previous experience with creative writing is required. Authors include Dari­o, Machado, Jimenez, Vallejo, Huidobro, Salinas, Pales Matos, Lorca, Aleixandre, Cernuda, Neruda, Girondo. Course is offered every other year. Taught in Spanish. Prerequisite: 100-level course taught in Spanish, or equivalent. Enrollment limited to 10 students.

Between 2000 and 2012, a young Spanish American novel emerges, taking at times a minimalist point of view to narrate individual stories with a subjective tone, or continuing a tradition of the historical panorama to present national tragedies that occurred in the last two or three decades. Focus is on this new type of novel from different countries, with such titles as "El cuerpo en que nací" by Guadalupe Entel; "Las teorías salvajes" by Pola Oloixarac; "El ruido de las cosas al caer" by Juan Gabriel Vazquez; and "Bonsai" by Alejandro Zambra, among others.

This course focuses on the legacy of Surrealism in the Hispanic transatlantic traditions, both in literature and the visual arts (film and paintings). We will study and analyze two aesthetic paths: on one hand, the embracing of Surrealism to enrich one¿s own poetics; on the other, that of other groups and authors' orthodox approach to the principles established by André Breton and his cohort in the aesthetic adventure. The course will study and assess Surrealism's lasting echoes in recent literary manifestations (among them Roberto Bolaño¿s works). Taught in Spanish.

What visions and images of the Andes circulate in contemporary Latin American literature? How are they constructed? How is their value accrued? An exploration of the visual economy of the Andes in representative literary texts of the 20th century, vis-à-vis critical discourses about Andean culture. Topics: visual culture and identity, iconography and the word/image tension, nature vs. culture, debates on utopia, indigenismo, mestizaje, and hibridez. Authors may include: Pablo Neruda, Gabriela Mistral, Martín Chambi, José Carlos Mariátegui, César Vallejo, José María Arguedas, Mario Vargas Llosa, Raúl Salmón, Aurelio Arturo. Spanish proficiency required.

Who is a terrorist and who is a revolutionary? With surge of Anarchism in the XXth Century, the "culture of fear" has been one of the axes of political activism. This course will explore the difference between the desire to correct injustice in society (Revolution) and the desire to destroy society (Terrorism) using literary texts and films. Readings will include novels and testimonies of the protagonists in various social struggles, as well as journalistic and academic papers about these social movements.

Emphasis is on the documentation and analysis of the use of Spanish in real-world contexts. Readings include representative scholarship from linguistic anthropology, sociolinguistics, psychology, and sociology. Topics include fieldwork methods, the ethnography of communication, conversational narrative, body language, and language ideologies and politics. Students will conduct their own ethnographic fieldwork and present findings to class. Taught in English (with fieldwork component in Spanish).

This course will study the development of the donimant trends of early Iberian 20th-century lyric poetry, against the background of Restoration Spain (1875-1930), and the forces of resistance and opposition to its oligarchical and archaic social and political structure. We will concentrate on the major works of the three most important poets: Antonio Machado, Juan Ramon Jimenez, and Federico Garcia Lopez. Symbolist-modernist poetry, the creation of symbolic systems, and the brief appearance of surrealism all define key aspects of this avant-garde during the first two decades. Special attention will be given to close stylistic analysis and to the historical and social conditions out of which arose the progressive intellectual and educational movement that gave rise to this renaissance of brilliant lyric poetry. Taught in English.

The Cuban Revolution of '59 to today, through literature and film. Themes: Che Guevara, Fidel Castro, Elián González, the exiles, love and war in the times of socialism. The course will focus on literature "classics" like "Condenados de Condado" by Norberto Fuentes, and contemporary works like "Trilogía sucia de La Habana" by Pedro Juan Gutiérrez and "Cien botella en una pared" by Ena Lucía Portela. Taught in Spanish.

Examines a diverse set of narratives by U.S. Latin@s of Mexican, Puerto Rican, Cuban, Guatemalan, and Dominican heritage through the lens of latinidad. All share the historical experience of Spanish colonization and U.S. imperialism, yet their im/migration patterns differ, affecting social, cultural, and political trajectories in the US and relationships to "home" and "homeland," nation, diaspora, history, and memory. Explores how racialization informs genders as well as sexualities. Emphasis on textual analysis. Taught in English.

Ethics, politics, and philosophy in the poetry of Fernando Pessoa. A close analysis of five forms of anxiety that pervade Fernando Pessoa¿s poetry: 1) that you are a person; 2) that you are one person; 3) that you are yourself; 4) that your life can be wasted; and 5) that others may fail to understand you. How do these forms of anxiety shape Pessoa¿s style(s), his system of heteronyms, his interest in certain literary forms (such as esoteric and prophetic literature), and his perception of the Portuguese cultural and geohistorical context? Readings available in English and Portuguese. Taught in English.

Examination of cultural representations by U.S. Latin@s that explore the following questions: How is the mutual constitution of race/sex/class/gender theorized and represented? How is desire racialized? How is racial difference produced through sex acts and what is the function of sex in racial (self)formation? How to reconcile pleasure and desire with histories of imperialism and (neo)colonialism and other structures of power? How do these texts reinforce or contest stereotypes and the "ideal" bodies of national identity? How do these texts produce queerness as a web of social relations?

Open to department advanced undergraduates or graduate students by consent of professor. May be repeated for credit.

This course enables students to develop the writing skills necessary in their academic careers. Course topics include writing in the discipline, critiques, and literature reviews.May be repeat for credit.

A survey of Iberian cinema in the second half of the 20th century. Traces the slow making of an international success with directors like Saura, Almodóvar, Amenábar,Medem, Pons, Bollaín and Villaronga. Starting with the early Buñuel, the course examines cinema's shaping of the national imaginary and its articulation of collective memories suppressed during the Franco dictatorship, as well as the challenges of cultural continuity. Taught in Spanish.

Exploration of vibrant materialism (Bennet, Latour) and historical materialism (critical theory) as a basis to approach Latin American commodity novels, i.e., those that revolve around bananas, coffee, etc. Literary works by J.E. Rivera, García Márquez, Asturias, Neruda, Magnus, and others. Taught in Spanish.

What visions and images of the Andes circulate in contemporary Latin American literature? How are they constructed? How is their value accrued? An exploration of the visual economy of the Andes in representative literary texts of the 20th century, vis-à-vis critical discourses about Andean culture. Topics: visual culture and identity, iconography and the word/image tension, nature vs. culture, debates on utopia, indigenismo, mestizaje, and hibridez. Authors may include: Pablo Neruda, Gabriela Mistral, Martín Chambi, José Carlos Mariátegui, César Vallejo, José María Arguedas, Mario Vargas Llosa, Raúl Salmón, Aurelio Arturo. Spanish proficiency required.

Who is a terrorist and who is a revolutionary? With surge of Anarchism in the XXth Century, the "culture of fear" has been one of the axes of political activism. This course will explore the difference between the desire to correct injustice in society (Revolution) and the desire to destroy society (Terrorism) using literary texts and films. Readings will include novels and testimonies of the protagonists in various social struggles, as well as journalistic and academic papers about these social movements.

Examines a diverse set of narratives by U.S. Latin@s of Mexican, Puerto Rican, Cuban, Guatemalan, and Dominican heritage through the lens of latinidad. All share the historical experience of Spanish colonization and U.S. imperialism, yet their im/migration patterns differ, affecting social, cultural, and political trajectories in the US and relationships to "home" and "homeland," nation, diaspora, history, and memory. Explores how racialization informs genders as well as sexualities. Emphasis on textual analysis. Taught in English.

Pedro Almodóvar is one of the most recognizable auteur directors in the world today. His films express a hybrid and eclectic visual style and the blurring of frontiers between mass and high culture. Special attention is paid to questions of sexuality and the centering of usually marginalized characters. This course studies Pedro Almodóvar's development from his directorial debut to the present, from the "shocking" value of the early films to the award-winning mastery of the later ones. Prerequisite: ability to understand spoken Spanish. Readings in English. Midterm and final paper can be in English. Majors should write in Spanish.

For Spanish and Portuguese department graduate students only. Prerequisite: consent of instructor.

Open to undergraduates with an interest in 21st Century Film and the social reality of Spain nowadays. Explores how Spain has evolved from being one of the most undeveloped European countries to become a first mover in social issues such as gay marriage or women's public role. Topics include racism, migration, the reconstruction of the past and the vision of the other. Themes are analyzed through movies directed by Spanish and American filmmakers such as: Cesc Gay, Bollain, Bigas-Luna, González-Iñárritu and Woody Allen. Class taught in Spanish, readings both in Spanish and English.

Proposes a space of articulation between theoretical reflection and analytical practice that allows to address, from language, the symbolic plot of the constitution of subjects and identities in diverse auto/biographical registers--texts, images, representations, testimonies, narratives; the affirmation of their voices: the search for senses, memories and values. Through a trans-disciplinary perspective, prominence will be given to cultural objects, debates and issues of great relevance in the current Latin American scene.

A comparison between the different roles played by writers as members of the intellectual establishment in Catalonia, Spain and Italy. Focus on the relation between intellectuals and politics in shaping national identity. We will give especially consideration to the role played by intellectuals during the Fascist and Francoist dictatorships and during Spain's transition to democracy. Taught in English.

Concepts of the self, closeness, identity, and likeness in prose works from Angola and Portugal. Focus is on the ethnographic memoirs of Angolan novelist and director Ruy Duarte de Carvalho and Portuguese novelist and playwright Raul Brandão in reference to Châteaubriand¿s notion of each person as a "little world" and the idea of each self¿s "defining community." Students will develop a deeper understanding of collective personhood and work to challenge intuitive conceptions of the relation between what we are and what we care about. Readings also include selections from Claude Lévi-Strauss, Walter Benjamin, and Danielle Allen.

This course focuses on the most predominant and influential Spanish writers from 1836 to 1936, exploring the emergence of a new political and social conscience in Spain and its transition from global empire to a nation that questions the ideas behind its world decline and eventual Civil War. The writers chosen portray a nation trying to find a new political order after the failure of various forms of government. Readings include the nonfiction and narrative of Larra, Espronceda, Galdós, and subsequently analyzing the innovative thinking and actions of Generation of 1898 philosopher Unamuno and the poets Machado and García Lorca. Taught in Spanish.

An exploration of women's novels as an intellectual counterculture of the male-dominated Latin American literary canon. Latin American women's writing and thought will be considered in a regional and global context of feminism and feminist theory. Authors include Gómez de Avellaneda, Bombal, Castellanos, Lispector, Eltit, Oloixarac, de Beauvoir, Kristeva, Engels, Cixous, and Butler. Course discussion in Spanish. Prerequisite: SPANLANG 3 or equivalent.

Major works of Iberian pastoral lyric poetry and narrative fiction.nWhat made this classical mode so popular during the Renaissance andnbeyond? What are its essential characteristics? What does it tell usnabout early modern theories of humanity's relation to nature? Was itnmerely a form of erotic escapism or is something darker and morentroubling lurking between its lines? What can it teach us today aboutnnature, eros, ethics, death, and love? Authors include: Theocritus;nVirgil; Sannazaro; Garcilaso de la Vega; Montemayor; Ribeiro; Camões;nand Cervantes. Readings in English, Portuguese, and Spanish.nDiscussion in English.

a comparative reflection on travel literature, focused on some major Western cities, taking as a starting point the reflections on travel by some writers and theorists: Francis Bacon, Stendhal, Goethe, Georg Simmel, Claudio Magris and Tzvetan Todorov, in order to comment travel writing by some of the most prominent Catalan writers in the 20th century.nCatalan travel literature, whether autobiographical or in essay form, is often related to literary journalism and exile. This is true of Santiago Rusiñol, Eugeni Xammar, Josep Pla, Agustí Calvet Gaziel, Josep Maria de Sagarra, and Sebastià Gasch, among others. These writers take notice of cities like Paris, Berlin, Madrid, Venice, Buenos Aires and New York, at historically decisive times: the two World Wars, the rise of fascism in Italy, Spain and Germany, the Cold War, the emergence of the United States as a world power¿ In this sense, travel writers offer a double comparative vantage point: on the one hand, between their own literature and that of other European travel writers; on the other hand, between Barcelona and some of the greatest cities in the world. These contrasts, perceived through the literary lens, help us understand the cosmopolitanism and modernity of Catalan culture. Taught in Spanish; all readings available both in Catalan and Spanish.

During the long period considered, the relationship between Spain and Catalonia has passed from aversion and misunderstanding to acceptance and understanding, hardly to sympathy. Emphasis on giving students a "longue durée" viewpoint on Spanish-Catalan relations in a European and Mediterranean framework. Political concerns, especially in the Romantic period, are largely mediated by literature, the arts and other cultural venues. Will emphasize cross-cultural references while considering the following topics: 1. Maragall and the Iberianist tradition, 2. "Modernisms" in and out the Iberian peninsula, 3. Avant-Garde movements in Spain and Catalonia, 4. Meditating in a desert: Catalan culture under Franco. Taught in Spanish. Readings in English and Spanish.

The rapid social and cultural changes in which 19th-century novelists wrote; the anti-clerical stance as marker of society's attempts to modernize. Why were monks and priests reviled by many Spanish novelists? How and why did they re-write Spanish history around these figures? What was the role of the church and religious men in modern society? Questions of individualism, property, and labor in novels by major Iberian prose realists. In Spanish.

Preference for graduate students, majors are welcome. Course will focus on six major authors (Unamuno, Baroja, A. Machado, J. R. Jiménez, Valle-Inclán, García Lorca) and representative works, written between 1898 and 1930, dealing with an historical period of crisis and transition, and displaying major aesthetic innovations in both poetry and theater. Fundamental themes include the decline of feudal Galicia, the Spanish-Amrican War of 1898, the emergence and social activism of new social forces, and the struggle for and betrayal of democracy, expressed through the various genres of the novel, poetry, and theater. Major works of Antonio Machado, Juan Ramón Jiménez, and Federico García Lorca will be examined, with special emphasis on the historical context of the first three decades of the 20th century and their contributions to the development of 20th century Spanish lyric poetry. Taught in either English or Spanish, depending on course enrollment.

Brazilian culture through its lyrics, rythms and songs: samba, bossa nova, tropicalia, MPB and its contemporary variations. Readings and class discussions in Portuguese. Assignments in English or in Portuguese.

Latin American literary theory through the works of José Carlos Mariátegui, José Enrique Rodó, Alfonso Reyes, Antonio Candido, Roberto Schwartz, Angel Rama, Roberto Fernández Retamar, Antonio Cornejo Polar, Josefina Ludmer, Flora Sussekind. This course will focus on the concepts of "the lettered city", "hybridization", "psychoanalysis", "marxist theory", "class struggle", "literary politics", "latinamericanism". In sum: Literary theory from the inside of Latin American culture, considering also its Western influences. Taught in Spanish.

Focus on Pinochet coup, the Falkland Islands, the prison Libertad in Uruguay, the "Plan Condor." How literature, journalism and cinema denounced and revisited the worst political times in Latin America. Taught in Spanish.

Brazilian Literary canon. Novels and short stories from independence to the present. Topics include romanticism and realism; regionalism; modernism and postmodernism. Authors may include: José de Alencar, Machado de Assis, Oswald de Andrade, Graciliano Ramos, Guimarães Rosa, Lispector, Hilda Hilst, Silviano Santiago. Readings in Portuguese; Class discussions in English; Assignments in Portuguese or in English.

Barcelona is a well known literary topic, but Catalan literature has also documented other areas of its geography, like the Pyrenees, the Ebro valley, the Balearic Islands ... It is interesting to note that two of the most notable international successes in recent years, Maria Barbal and Jaume Cabré, write specifically about rural areas. The course aims to trace the construction of literary cartography of Catalonia in the postwar literature. At the same time, however, we will try to understand why some authors have abandoned urban areas to establish their stories in marginal places, indefinite and forgotten. This tendency is not characteristic only for the Catalan literature, but it is also visible in the contemporary literature in general. Taught in Spanish; most readings available in English.

Focus is on the notion of rhythm as a theoretical frame for the analysis of medieval and early modern Iberian poetry. Topics include Ancient Greek and modern conceptions of rhythm and the links between poetics and ethics in the medieval period and beyond. Authors include: Aeschylus, Plato, Aristoxenus, Maurice Blanchot, Paul Celan, EmmanuelnnLevinas, Arcipreste de Hita, Ausiås March, Garcilaso de la Vega, and Luís de Camões. Taught in English.

Surrealism, realism, dark comedy, film genres transformed by Spanish director, Luis Bunuel in Spain, France and Mexico during the second half of the XX century. An examination of Bunuel's work from his Surrealist beginnings (L´Age d´Or, Un Chien Andalou), subsequent realistic films in Mexico (Los Olvidados, Nazarin), and a mixture of Surrealism and Realism (Viridiana, Exterminating Angel, Simon del Desierto), as well his work with dark comedy (Archibaldo de la Cruz, Belle de Jour, Le charme discret de la bourgeoisie). In Spanish.

Proposes a space of articulation between theoretical reflection and analytical practice that allows to address, from language, the symbolic plot of the constitution of subjects and identities in diverse auto/biographical registers--texts, images, representations, testimonies, narratives; the affirmation of their voices: the search for senses, memories and values. Through a trans-disciplinary perspective, prominence will be given to cultural objects, debates and issues of great relevance in the current Latin American scene.

An analysis of the literature written in Spain during the nineteenth and twentieth centuries dealing with the empire post 1808. Authors discussed include Blanco White, Baroja, Avellaneda, and Rusiñol, among others

This course will study the development of the dominant trends of early Iberian 20th-century lyric poetry, against the background of Restoration Spain (1875-1930), and the forces of resistance and opposition to its oligarchical and archaic social and political structure. We will concentrate on the major works of the three most important poets: Antonio Machado, Juan Ramón Jiménez, and Federico García Lorca. Symbolist-modernist poetry, the creation of symbolic systems, and the brief appearance of surrealism all define key aspects of this avant-garde during the first three decades. Special attention will be given to close stylistic analysis and to the historical and social conditions out of which arose the progressive intellectual and educational movement that gave rise to this renaissance of brilliant lyric poetry. Taught in either English or Spanish depending on class enrollment.

What is productive life? How is life aesthetically and politically valued? This course explores the inscription of life in changing political and aesthetic regimes of the Andean South in the turbulent decades of the 1920s-1940s. Based on theories of biopower and soveregnity, we explore topics such as domination, domestication, appropriation, exclusion, facism, solidarity, tellurism, race, mestizaje, and human/nature relations. We will consider poetry, narrative, journals, and the visual arts. Authors include: Gabriela Mistral, Pablo Neruda, Pablo de Rokha, Alcides Arguedas, Augusto Céspedes, Franz Tamayo, Leopoldo Marechal, Roberto Artl, Jorge Luis Borges, César Vallejo, José Carlos Mariátegui, Ciro Alegría, and José María Arguedas. Spanish proficiency required.

Franz Kafka's concept of "small literature" is still very useful to understand literary productivity in conflict areas in Europe. Catalonia is always seen as a country that has yet to find its place in Spain. Its uniqueness, however, when compared with other "peripheral" areas, especially with the cultures of Central Europe, is not an exception, but part of a general pattern. In literary terms, the margins of Europe are not invisible: from this perspective it is possible to understand the rich literary heritage of this continent. The course aims to compare the Catalan with other European peripheries through paired readings of Catalan and various European texts from different linguistic traditions, such as the German, the Italian, the Greek, the Czech and the Swedish (Bernhard, Lampedusa, Cavafy, Kundera, Enquist). Taught in Spanish; most readings available in English.

Combines primary texts of Chican@ literature with a metacritical interrogation of key concepts informing Chican@ literary criticism, the construction of Chican@ literary history, and a Chican@ literary canon. Interrogates the resistance paradigm and the "proper" subject of this literature, and critiques established genealogies and foundational authors and texts, as well as issues of periodization, including the notion of "emergence" (e.g. of feminist voices or dissident sexualities). Considers texts, authors and subjects that present alternatives to the resistance paradigm.

Examines major questions and issues that arise in considering race, sex, and gender together. Focus on critical and theoretical texts queering ethnic and diaspora studies and bringing race and ethnicity into queer studies. Close reading of texts in a variety of media negotiating racialized sexualities and sexualized identities. How is desire racialized? How is racial difference produced through sex acts? How to reconcile pleasure and desire with histories of imperialism and (neo)colonialism and structures of power?