printer friendly pageILAC 122A: Radical Poetry: The Avant-garde in Latin America and Spain
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. Prior completion of
SpanLang 102 is highly recommended.
Terms: Win
| Units: 4
| UG Reqs: WAY-A-II
Instructors:
Santana, C. (PI)
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.
Terms: Sum
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-SI
Instructors:
Velloso-Lyons, L. (PI)
;
Wainberg, R. (PI)
ILAC 124: Coming of Age in Latin America
What can a novel tell us about coming of age? How does a novel shape a character when they do not conform to social norms? This course interrogates how the coming of age novel the Bildungsroman may combine, successfully or not, a narrative of national social progress and of personal growth. We will compare and contrast short selections from 19th, 20th and 21st centuries novels, while analyzing two masterpieces in depth. Taught in Spanish.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
Instructors:
Briceno, X. (PI)
;
Zurita, V. (PI)
ILAC 126: Latin American Art and Literature: 100 Years of Modernisms (ARTHIST 293A)
This course will explore some of the most important Latin American artists and artistic movements of the last century. We will appreciate and discuss artworks across different media like painting, sculpture, performance, or installations coupled with different literary texts. The artistic movements may include: Antropofagia (Brazil), Mexican Muralism, Tropicalia (Brazil), and Latin American Pop Art. Some of the artists that we will focus on are: Xul Solar (Argentina), Frida Kahlo (Mexico), Cecilia Vicuña (Chile), Adán Vallecillo (Honduras), Allora & Calzadilla (US/Cuba), and Tania Bruguera (Cuba). We will discuss their visual artworks alongside short stories by Jorge Luis Borges, Leonora Carrington, Julio Cortázar, Clarice Lispector, and Ted Chiang. Some guiding questions will be: What is art? What is Latin America? And what we talk about when we talk about Latin American art? Discussions and assignments in Spanish.
Terms: Sum
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
Instructors:
Soler, C. (PI)
ILAC 127: After Dictatorship: Facts, Fiction, and Justice in Latin America
In the wake of dictatorships across twentieth-century Latin America, writers and artists (as well as laws and truth commissions) have confronted past human rights violations. Today, authors across disciplines and genres continue to grapple with past atrocities. In this course, as we examine the stories we tell about the past, we will focus on concepts such as memory, truth, and justice. What kind of truth can fiction uncover? Whose stories are either remembered or excluded? How do different types of narratives confront issues of human rights and justice? And what can these narratives teach us about issues we continue to face today? Course will be taught in Spanish with the option to write in English (majors should write in Spanish). Readings will be in Spanish (and in Portuguese with translation) and will include fictional and "true crime" narratives as well as legal/historical texts and manifestos. Authors may include Alia Trabucco Zerán, Gonzálo Eltesch, Selva Almada, Mariana Enríquez, Neusa Maria Pereira, and Julián Fuks.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II
Instructors:
Ward, C. (PI)
ILAC 128: Spanish Literature and Language through Comics (CHILATST 128)
The course, an exploration of the graphic narrative medium in Spanish, is open to intermediate and advanced Spanish speakers. We'll analyze vignettes, sections, or chapters from both auteur and pop-culture series. These may include: Mortadelo y Filemón and Arrugas (Spain), Mafalda and El eternauta (Argentina), Ídolo and Condorito (Chile), Los once and Caminos condenados (Colombia), Vampiros en La Habana (Cuba), Virus tropical (Ecuador/ Colombia), Vivos se los llevaron (Mexico), as well as Spy vs. Spy and My Favorite Thing is Monsters (ChicanX/LatinX). Secondary sources include McCloud and Dorfman and Mattelart. The through line will be representations and instantiations of power struggles in this deceivingly naive form. Visual narratological aspects and the specificity of the medium will also be discussed at length. Language learners must enroll in the cognate course SPANLANG 128 "Concurrent Writing Support."
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
Instructors:
Hoyos, H. (PI)
;
Soler, C. (PI)
ILAC 130: Introduction to Iberia: Cultural Perspectives
The purpose of this course is to study major figures and historical trends in modern Iberia against the background of the linguistic plurality and cultural complexity of the Iberian world. We will cover the period from the loss of the Spanish empire, through the civil wars and dictatorships to the end of the Portuguese Estado Novo and the monarchic restoration in Spain. Particular attention will be given to the Peninsula's difficult negotiation of its cultural and national diversity, with an emphasis on current events. This course is designed to help prepare students for their participation in the Stanford overseas study program in Spain. Taught in Spanish.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
Instructors:
Surwillo, L. (PI)
;
Plaza Parrochia, J. (TA)
ILAC 131: Introduction to Latin America: Cultural Perspectives
This course serves as an introduction to Latin American history and culture by exploring six macro-regions: the Southern Cone, the Andes, the Brazilian coast, the Amazonian Rainforest, the Caribbean, and Mesoamerica. By looking at documents, works of art, articles, and films, students will acquire familiarity with critical historical and current problems in Latin American societies and practice their academic skills of argumentation and presentation in Spanish. This course will pay particular attention to the racial and ethnic struggles of various minority groups for political participation, problems regarding foreign and local extraction of natural resources, and the political disputes between nation-states with their peripheral regions. As part of this course, you will read and watch works created by diverse Latin American authors: indigenous pre-independence leaders (Tupac Amaru II), Cuban modernist poets (José Martí), exiled Chilean documentarists (Patricio Guzmán), and afro-descendent environmental activists (Francia Márquez). Taught in Spanish.
Terms: Win, Sum
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
ILAC 132: Drug Wars: from Pablo Escobar to the Mara Salvatrucha to Iguala Mass Student Kidnapping
This course will study the ways in which Latin American Narcos are represented in feature films, documentaries, essays, and novels. We will choose two regions and times: Pablo Escobar's Colombia (1949-1993) and current Mexico (1990-2015), including the mass students kidnappings in Iguala, México, 2014. Films: Sins of my Father (Entel, 2009); Pablo's Hippos (Lawrence Elman, 2010); True Story of Killing Pablo, David Keane (2002), Sumas y restas (Víctor Gaviria, 2003); La vida loca (Poveda, 2009), Sin nombre (Cary Fukunaga, 2009), El velador (Almada, 2011); La jaula de oro (Quemada-Díez, 2013); La bestia (Pedro Ultreras, 2010); Cartel Land (Heineman, 2015); The Missing 43 (Vice, 2015). Books: Alejandra Inzunza, José Luis Pardo, Pablo Ferri: Narco America, de los Andes a Manhattan (2015); Sergio González Rodríguez: El hombre sin cabeza (2010); Rafael Ramírez Heredia: La Mara (2004).
Last offered: Winter 2020
| UG Reqs: WAY-A-II, WAY-SI
ILAC 136: Modern Iberian Literatures
1800 to the mid 20th century. Topics include: romanticism; realism and its variants; the turn of the century; modernism and the avant garde; the Civil War; and the first half of the 20th century. Authors may include Mariano Jose de Larra, Gustavo Adolfo Becquer, Rosalia de Castro, Benito Perez Galdos, Jacint Verdaguer, Eca de Queiros, Miguel de Unamuno, Ramon de Valle-Inclan, Antonio Machado, and Federico García Lorca. Taught in Spanish. Prerequisites: SPANLANG 13 or equivalent.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
Instructors:
Surwillo, L. (PI)
;
Menendez Gorina, L. (TA)
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