2019-2020 2020-2021 2021-2022 2022-2023 2023-2024
Browse
by subject...
    Schedule
view...
 
  Warning: Your instructor bio is empty!
Your instructor page has no bio available. Click here to fix!

781 - 790 of 1219 results for: all courses

ILAC 104: The Female Gaze: 20th-21st Century Iberian Literature and Visual Culture

What is gazing in Literature, Photography, and Film? Is there such a thing as a "female gaze"? In this course, we will explore the concept of "the gaze" in Modern and Contemporary Iberian Literature and Visual Culture from a gender perspective and a multimedia approach. We will examine narrative, photographic, and cinematic works produced in Spain and Portugal from the 1930s to today by major authors such as Mercè Rodoreda, Lídia Jorge, "Colita", Icíar Bollaín, or Carlos Saura, among others. We will pay attention to perspective and positionality to explore how women gaze and are gazed as new technologies and ways of seeing evolve. Students will learn to visually analyze cultural artifacts and to compare how different media and forms question notions of gender and (in)visibility. Students will improve their interpretative and communication skills in Spanish. Taught in Spanish. Non-majors may write in English.
Last offered: Autumn 2022 | UG Reqs: WAY-A-II

ILAC 105: Climate Change and Latin American Naturecultures

In this course, we will explore fundamental concepts of the environmental humanities as they relate to the inseparable natural and cultural phenomena that constitute climate change in Latin America. The course will be structured around different ecological themes, such as energy and extractive industries, the Amazon, the desert, the Andes, the Caribbean, and urban habitats, that will be examined through twentieth- and twenty-first-century Latin American novels, films, short stories, and songs. Possible authors include Gloria Anzald¿a, Macarena G¿mez-Barris, Gabriel Garc¿a M¿rquez, and Jos¿ Eustasio Rivera. We will consider the ethics and politics of climate change in the Americas, how the methodologies of literary and decolonial studies can generate insights into contemporary climate change impacts in Latin America, and what role culture has in a period defined by chronic and slow-moving environmental crisis and recovery. Taught in Spanish. Students must also enroll in the related course SPANLANG 121 "Concurrent Writing Support" for language learning.
Terms: Spr | Units: 3-5 | UG Reqs: WAY-EDP, WAY-A-II
Instructors: Briceno, X. (PI)

ILAC 111Q: Texts and Contexts: Spanish/English Literary Translation Workshop (COMPLIT 111Q, DLCL 111Q)

The Argentinian writer and translator, Jorge Luis Borges, once said, 'Cada idioma es un modo de sentir el universo.' How are modes of feeling and perception translated across languages? How does the historical context of a work condition its translation into and out of a language? In this course, you will translate from a variety of genres that will teach you the practical skills necessary to translate literary texts from Spanish to English and English to Spanish. By the end of the term, you will have translated and received feedback on a project of your own choosing. Discussion topics may include: the importance of register, tone, and audience; the gains, in addition to the losses, that translations may introduce; the role of ideological, social-political, and aesthetic factors on the production of translations; and comparative syntaxes, morphologies, and semantic systems. Preference will be given to sophomores but freshman through seniors have enjoyed this course in the past. Course taught in Spanish.
Last offered: Winter 2023 | UG Reqs: WAY-A-II, WAY-CE

ILAC 113Q: Borges and Translation (DLCL 113Q)

Borges's creative process and practice as seen through the lens of translation. How do Borges's texts articulate the relationships between reading, writing, and translation? Topics include authorship, fidelity, irreverence, and innovation. Readings will draw on Borges's short stories, translations, and essays. Taught in Spanish. Prerequisite: 100-level course in Spanish or permission of instructor.
Last offered: Autumn 2017 | UG Reqs: WAY-A-II, WAY-CE

ILAC 116: Approaches to Spanish and Spanish American Literature

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. Prerequisite: 100-level course in Spanish or permission of instructor.
Last offered: Autumn 2018 | UG Reqs: WAY-A-II

ILAC 116Q: Not Quite White?: Whiteness in and Across the Americas

Is Brazilian model Gisele Bundchen a woman of color? Does the answer to that question change whether she is in Brazil or in the United States? Why was there a backlash in the Mexican entertainment industry to the stardom of visibly and proudly indigenous actors Yalitza Aparicio (the star of the film Roma) and Tenoch Huerta (Wakanda Forever)? Would a white-presenting person with one Black grandmother be eligible for university admissions through Brazil¿s socioeconomic and racial quotas? In this seminar style IntroSem, we will explore these questions through an investigation of whiteness and white supremacy in the Americas, with a focus on Brazil, Colombia, Mexico, the Southern Cone, and the US and the Latinx community. Through in-class discussions and collaborative curation projects, we will analyze historical documents, current events, films, and, yes, Twitter debates, to think critically about whiteness in Latin America, how it relates to discourses of racial democracy, and how its am more »
Is Brazilian model Gisele Bundchen a woman of color? Does the answer to that question change whether she is in Brazil or in the United States? Why was there a backlash in the Mexican entertainment industry to the stardom of visibly and proudly indigenous actors Yalitza Aparicio (the star of the film Roma) and Tenoch Huerta (Wakanda Forever)? Would a white-presenting person with one Black grandmother be eligible for university admissions through Brazil¿s socioeconomic and racial quotas? In this seminar style IntroSem, we will explore these questions through an investigation of whiteness and white supremacy in the Americas, with a focus on Brazil, Colombia, Mexico, the Southern Cone, and the US and the Latinx community. Through in-class discussions and collaborative curation projects, we will analyze historical documents, current events, films, and, yes, Twitter debates, to think critically about whiteness in Latin America, how it relates to discourses of racial democracy, and how its ambiguity perpetuates national and regional identities founded on anti-Indigenous and anti-Black racism. You will engage with a wide range of methodological approaches to studying whiteness, including ethnography and psychology, as well as theoretical traditions like Black feminism and decoloniality. Your multidisciplinary final projects will showcase the skills you develop in using historical and cultural analysis as an entry point to examine and compare the different ways in which whiteness works throughout the Americas. Taught in English.
| UG Reqs: WAY-A-II, WAY-EDP

ILAC 119: The Memory of the Eye: Iberian Cinema from Buñuel to Almodóvar

An introduction to Spanish, Portuguese, Basque, and Catalan cinema through films from the 1920s and 30s to the present. How film uses a visual grammar of the image to tackle social questions and construct a collective memory. This course will consider the problems of individual recollection under conditions of collective trauma and distortion of the past, exploring the relation between film and history. The course will also focus on how images can be used to explore subjectivity and the passions. We will be watching outstanding films by Luis Buñuel, Carlos Saura, Víctor Erice, Bigas Luna, Pedro Almodóvar, Miguel Gomes, Julio Medem, Ventura Pons, Iciar Bollaín, and Isabel Coixet. Students will be responsible for watching all the films, engaging in lively discussion, in preparation for which, they will be asked to consider certain issues in writing before each class. Each student will present on one of the films for about fifteen minutes. There will be one short midterm essay and one final paper "on a different film."
Last offered: Spring 2020 | UG Reqs: WAY-A-II

ILAC 122: Drugs, Literatures and Visual Cultures in Latin America

This course aims to study the visibility of the drug object in some fin-de-siècle (19th and 20th centuries) Latin American literary practices, magazines, and journals of the time. Through the examination of this corpus of texts and images, we will discuss the idea of the cultural, geographical, social, sensorial crossings or borders and its critical connections with a literary narrative where the ethnographic journey (within the city or on the geopolitical boundaries of the nation) and the exploration of the limits of sensitivity are intertwined. In the same way, this course will study the different aspects of visual culture related to the representation of drugs in order to reposit images and texts in a dynamic cultural and sensory border and thus try to shake the narcographic maps of modernism.T his course will be taught in Spanish. This will be taught by visiting Professor Contreras.
Last offered: Spring 2023 | UG Reqs: WAY-A-II

ILAC 122A: Radical Poetry: The Avant-garde in Latin America and Spain (COMPLIT 122A)

The first few decades of the 20th century ushered in a dynamic literary and aesthetic renewal in Spain and Latin America. Young poets sought a radical change in response to a rapidly changing world, one marked by the horrors of World War I and the rise of a new technological urban society. This course will focus on the poetry and attendant manifestos of movements such as Creacionismo, Ultraismo, Estridentismo, Surrealismo and other -ismos. How did the European avant-garde (e.g. Futurism, Dada, and Surrealism) inform such aesthetic turns? In what ways did poetry assimilate modern visual culture while questioning established poetics? Authors may include Aleixandre, Borges, Cansino-Assens, G. Diego, G. de Torre, Huidobro, Larrea, Lorca, Maples Arce, Neruda, Tablada, and Vallejo. Taught in Spanish.
Last offered: Autumn 2021 | UG Reqs: WAY-A-II

ILAC 123A: Resisting Coloniality: Then and Now (COMPLIT 123A)

What are the different shapes that Western colonialism took over the centuries? How did people resist the symbolic and material oppressions engendered by such colonialist endeavors? This course offers a deep dive into history of the emergence of Western colonialism (alt: Spanish and Portuguese empires) by focusing on literary and cultural strategies of resisting coloniality in Latin America, from the 16th century to the present. Students will examine critiques of empire through a vast array of sources (novel, letter, short story, sermon, history, essay), spanning from early modern denunciations of the oppression of indigenous and enslaved peoples to modern Latin American answers to the three dominant cultural paradigms in post-independence period: Spain, France, and the United States. Through an examination of different modes of resistance, students will learn to identify the relation between Western colonialism and the discriminatory discourses that divided people based on their class, gender, ethnicity, and race, and whose effects are still impactful for many groups of people nowadays. Authors may include Isabel Guevara, Catalina de Erauso, el Inca Garcilaso, Sor Juana, Simón Bolívar, Flora Tristán, Silvina Ocampo, Jorge Luis Borges, and Gabriel García Márquez. Taught in Spanish.
Last offered: Summer 2021 | UG Reqs: WAY-A-II, WAY-SI
Filter Results:
term offered
updating results...
teaching presence
updating results...
number of units
updating results...
time offered
updating results...
days
updating results...
UG Requirements (GERs)
updating results...
component
updating results...
career
updating results...
© Stanford University | Terms of Use | Copyright Complaints