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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)

ILAC 140: Migration in 21st Century Latin American Film (CHILATST 140)

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 ever-growing 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: Bolivia, Copacabana, La teta asustada, Norteado, Sin nombre, Migración, Ulises, among others. Films in Spanish, with English subtitles. Discussions and assignments in Spanish.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
Instructors: Briceno, X. (PI)

ILAC 149: The Laboring of Diaspora & Border Literary Cultures (COMPLIT 149, CSRE 149)

Focus is given to emergent theories of culture and on comparative literary and cultural studies. How do we treat culture as a social force? How do we go about reading the presence of social contexts within cultural texts? How do ethno-racial writers re-imagine the nation as a site with many "cognitive maps" in which the nation-state is not congruent with cultural identity? How do diaspora and border narratives/texts strive for comparative theoretical scope while remaining rooted in specific local histories. Note: This course must be taken for a letter grade to be eligible for WAYS credit.
Last offered: Winter 2023 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP

ILAC 157: Medieval and Early Modern Iberian Literatures

From roughly 1000 to 1700 CE. A survey of significant authors and works of early Iberian literatures, focusing on fictional/historical prose and poetry. Topics include lyric poetry and performance, the rise of European empire, Islam in the West, the rise of the novel, early European accounts of Africa and the Americas. Authors may include: Andalusi lyric poets, Llull, the Archpriest of Hita, Zurara, March, Rojas, Vaz de Caminha, Cabeza de Vaca, Sá de Miranda, Monte(ay)or, Teresa of Ávila, Camões, Mendes Pinto, Góngora, Sóror Violante do Céu, Sor Juana, Calderón, and Cervantes. Taught in Spanish.
Terms: Spr | Units: 3-5 | UG Reqs: WAY-A-II, GER:DB-Hum
Instructors: Barletta, V. (PI)

ILAC 161: Modern Latin American Literature

A survey of significant authors and works of Hispanic and Brazilian Portuguese literatures, focusing on fictional prose and poetry. Topics include romantic allegories of the nation; 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: Bol¿var, Bello, G¿mez de Avellaneda, Isaacs, Sarmiento, Machado de Assis, Dar¿o, Mart¿, Agustini, Vallejo, Huidobro, Borges, Cort¿zar, Neruda, Guillon, Rulfo, Ramos, Garc¿a Marquez, Lispector, and Bola¿o. Taught in Spanish.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP

ILAC 181: Philosophy and Literature (CLASSICS 42, COMPLIT 181, ENGLISH 81, FRENCH 181, GERMAN 181, ITALIAN 181, PHIL 81, SLAVIC 181)

Can novels make us better people? Can movies challenge our assumptions? Can poems help us become who we are? We'll think about these and other questions with the help of writers like Toni Morrison, Marcel Proust, Jordan Peele, Charlie Kaufman, Rachel Cusk, William Shakespeare, and Samuel Beckett, plus thinkers like Nehamas, Nietzsche, Nussbaum, Plato, and Sartre. We'll also ask whether a disenchanted world can be re-enchanted; when, if ever, the truth stops being the most important thing; why we sometimes choose to read sad stories; whether we ever love someone for who they are; who could possibly want to live their same life over and over again; what it takes to make ourselves fully moral; whether it's ever good to be conflicted; how we can pull ourselves together; and how we can take ourselves apart. (This is the required gateway course for the Philosophy and Literature major tracks. Majors should register in their home department.)
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II

ILAC 193: All about Almodóvar

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 for non-ILAC degree students. ILAC minors and majors should complete their assignments in Spanish.
Terms: Spr | Units: 3-5 | UG Reqs: WAY-A-II, GER:EC-Gender, GER:DB-Hum

ILAC 240E: Borges and Philosophy

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. An optional Spanish language discussion section will be offered upon request and according to availability.
Last offered: Autumn 2022 | UG Reqs: GER:DB-Hum, WAY-A-II

ILAC 277: Senior Seminar: The Power of Chisme--Gossip, Rumor, and Hearsay in Latin America

This course explores gossip, rumor, and hearsay in cultures and histories of the Hispanic world. From asserting hegemonic moral values to organizing subversive movements and uprisings; from intrusions in people's private lives to community building, gossip, rumors, and hearsay have helped produce worlds and knowledge in different periods of Spanish and Latin American histories. We will examine plays, novels, short stories, historical documents, telenovelas, and other cultural objects from the seventeenth to the twentieth century in which chisme - or its cousins murmuraci¿n, rumor, and ciza¿a - operates as a device that either helps maintain or destabilize power relations. In doing so, we will consider the role of gossip, rumor, and hearsay in narrative-making; the multiple definitions of chisme and the values associated with it in different historical periods, as well as the relationship between rumors and official or "legitimate" sources of information. Ultimately, we aim to address q more »
This course explores gossip, rumor, and hearsay in cultures and histories of the Hispanic world. From asserting hegemonic moral values to organizing subversive movements and uprisings; from intrusions in people's private lives to community building, gossip, rumors, and hearsay have helped produce worlds and knowledge in different periods of Spanish and Latin American histories. We will examine plays, novels, short stories, historical documents, telenovelas, and other cultural objects from the seventeenth to the twentieth century in which chisme - or its cousins murmuraci¿n, rumor, and ciza¿a - operates as a device that either helps maintain or destabilize power relations. In doing so, we will consider the role of gossip, rumor, and hearsay in narrative-making; the multiple definitions of chisme and the values associated with it in different historical periods, as well as the relationship between rumors and official or "legitimate" sources of information. Ultimately, we aim to address questions such as the following: How did chisme become such a fundamental feature in different Latin American cultures? What are the tropes and stereotypes associated with gossip, and what are their histories? Are we readers of literature mere chismosos? In addressing these questions, we will also confront matters related to orality, trustworthiness, intimacy, race, and gender. Classes will be a mixture of short lectures, discussions, student presentations, and conversations with invited scholars. Taught in Spanish. Students must have taken SPANLANG 13 or equivalent.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
Instructors: Fraga, I. (PI)

INTNLREL 136R: Introduction to Global Justice (ETHICSOC 136R, PHIL 76, POLISCI 136R, POLISCI 336)

As we live in a globalized world, our lives are interconnected with many other people within and beyond the state borders. Currently, we face urgent problems of global justice, such as climate change, economic inequality, immigration, and health disparities, and how to address these issues is a crucial question for all of us. This course introduces students to normative inquiries into issues of global justice and offers an opportunity to integrate theories and practices by engaging with essential and timely questions. What normative demands does justice impose on individuals and institutions in a global world? Do people in affluent countries bear the responsibility for the suffering of those who live in other countries? Should relatively developed countries open their borders to those from developing countries? How should we allocate responsibilities for reducing global injustice, such as health disparities? How does injustice with historical roots, such as colonialism, further complic more »
As we live in a globalized world, our lives are interconnected with many other people within and beyond the state borders. Currently, we face urgent problems of global justice, such as climate change, economic inequality, immigration, and health disparities, and how to address these issues is a crucial question for all of us. This course introduces students to normative inquiries into issues of global justice and offers an opportunity to integrate theories and practices by engaging with essential and timely questions. What normative demands does justice impose on individuals and institutions in a global world? Do people in affluent countries bear the responsibility for the suffering of those who live in other countries? Should relatively developed countries open their borders to those from developing countries? How should we allocate responsibilities for reducing global injustice, such as health disparities? How does injustice with historical roots, such as colonialism, further complicate the picture of normative demands? While there are no easy answers to these questions, throughout this course, students will be exposed to interdisciplinary approaches (including philosophy, political theory, gender studies, etc.), learn to critically analyze various theoretical approaches, and use them as frameworks to develop their views on issues of global justice. This class meets on Tuesdays & Thursdays from 9:30-11AM. Please note that in addition to the listed lecture time, students must sign up for a 45-min discussion session. The schedule of the discussion session will be arranged and announced during the first week of the quarter.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER
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