Latinx Literatures
AFPRL 356-01
Spring 2023
Hunter College
Professor Lázaro Lima
Office: HW 1704
Meeting Date and Time: Monday/Thursday 1:00 – 2:15 p.m.
Location: Hunter West 508
Office Hours: Mondays/Thursdays 2:45-3:35 p.m. and by appointment
Communication: Blackboard e-mail list and course website
Email: [email protected] | [email protected]
Course Website: https://www.lazarolima.com/latinx-lit-356-2023.html
Syllabus (as linked)
Writing Assignment Instructions (as linked)
Final Exam Schedule
FINAL IN PERSON EXAM: Thursday, May 18, 1:45-3:45 pm
Final Exam
The final exam will consist exclusively of a TCI from one of the following texts:
Arthur A. Schomburg's “José Campeche, 1752-1809: A Puerto Rican Painter" (1934), TLR: pages 159-164.
or
Rodolfo Corky Gonzáles' “I Am Joaquín” (1967) (TLR, pgs. 265-279).
or
Gloria Anzaldúa's “How to Tame a Wild Tongue” (1987) TLR (1987).
You will submit a hardcopy of your final exam TCI the day of the final at the beginning of class (Thursday, May 18, 1:45-3:45 pm).
The final exam TCI must be formatted using MLA format, and all the sections must be developed as we have done during the course of the semester.
All sections (the TEXT, the CONTEXT and the INTERPRETATION) must include information that belongs under each of the sections.
There is no maximum number of pages but in order to fully developed each section of the TCI you should accord at least one page perfection using standard 12 point font, and the usual MLA requirements for spacing, margins, etc.)
No email submissions will be accepted. Come to class on the scheduled date and time for our scheduled final exam with a hard copy of your final exam TCI.
Final Project Presentations
As noted previously, your group presentations constitutes your final project. All groups have been emailed their presentation grade along with comments. Students with emails other than Hunter College email addresses may not have received the email. If you didn't receive the email with your group presentation grade and comments, contact your group leader and have them forward it to you.
Additionally, if you missed the final project presentation (for whatever reason), you must contact me so I may offer options for missing your final project presentation. You will get a separate grade than the grade assigned to your group.
Thursday, May 11
0. Today we will begin our presentations. I will select the order of the groups to present once we convene. Follow the prompts below.
1. Submit your presentation format (PowerPoints, Google Pages, links, etc.) to me ([email protected]) before midnight Wednesday, May 10th. This will give me time in the morning to create a page and prepare links so we can start promptly at the beginning of class.
2. If we go over time and a group hasn't had an opportunity to present, we will meet in person on the day of the scheduled final for our class and the class will be present for the presentation/s: Thursday, May 18, 1:45-3:45 pm (see link above for full final exam schedule).
3. Remember: your final exam TCI must be submitted in person on the day of our class final: Thursday, May 18, 1:45-3:45 pm. No exceptions or electronic submissions allowed.
Realia
Student Presentations (received on time)
Monday, May 8
0. Workshop for group presentations. Today you will complete organizing for your group presentations by focusing on steps 3-5 (see below). You should come with any questions you have about your presentations. All final presentations will be held this coming Thursday, May 11. PLEASE time your presentations and prepare all materials BEFOREHAND. Any PowerPoint Presentations, etc., must be sent to me via email in advance of Thursday's class via email.
1. The group leader will hand in a hardcopy of the topic and the names of your group members. (Remember, some students joined other groups so bring an updated list.)
2. The group will have a clearly defined plan for their presentation including format (PowerPoint, etc.).
Instructions
1 Pick a keyword topic
2 Develop a definition of the meaning of the keyword
3 Identify text or texts that correspond with the keyword
4 Provide examples from the texts you have chosen that the meaning of the keyword
5 Organize your presentation accordingly
Thursday, May 4
0. We will complete our analysis and discussion of Anzaldúa and have a workshop class on 1) group presentations, and 2) final projects.
1. Gloria Anzaldúa, “How to Tame a Wild Tongue,” TLR (1987). Be prepared to answer the prompts noted from Monday's class (see below).
2. Group presentations. As indicated in the syllabus, "students will be assigned presentation topics that will add depth to the texts, themes and topics studied in the course. Presentations are timed and will last approximately 6-8 minutes (additional minutes will be allotted for questions and discussion). Since select information from each presentation may appear on examinations, it is to your benefit, and that of your classmates, to 1) explain your topic cogently and clearly to the class, and 2) to provide a presentation handout on the date of your presentation. I encourage students to meet with me in person or virtually prior to assigned presentations."
The presentation topics are based on keywords listed below:
National Pedagogies -
Historical Memory/Historical Amnesia -
Cultural Appropriation –
Manifest Destiny –
Feminism -
Racial Passing -
Today you will get into assigned groups. Each group will pick a keyword and then build a presentation topic based on the texts we have studied during the semester. If a group can't pick a topic, I will assign the topic to the group. The group will then explain how the keyword relates to the text or texts they have chosen. Each group member is responsible for contributing equally in whatever fashion the group decides is best to complete the presentation successfully. The assigned groups:
Group 1
Zara Al-badeh
Afra Annan
Jhonathan Ayala
Gabriela Barahona
Group 2
Elizabeth Barrett
Cristian Bassas
Juleidy Cabreja
Gabriela Desillas
Group 3
Kimberly Diaz
Michelle Fernandez
Kristina Gilot
Morgan LaMour
Group 4
Jazmin Leon Alarcon
Sariah Lewis
Tai Lopez
Ulysses Lopez Cadena
Group 5
Jaylene Martinez
Victoria Negron
Kamilah Newton
Gabriela Pina Garcia
Robinson Pintado
Group 6
John Ponce
Athena Robles
Angel Tafoya
Katherine Tenesaca
Instructions
1 Pick a keyword topic
2 Develop a definition of the meaning of the keyword
3 Identify text or texts that correspond with the keyword
4 Provide examples from the texts you have chosen that the meaning of the keyword
5 Organize your presentation accordingly
Final Projects
The presentation will serve as the basis of your final project. The final project may consist of a story board, a PowerPoint Presentation, a video of your presentation, or any other media you decide to use. It is expected that the feedback provided to your group will be incorporated into the final project.
Final Exam
The final exam will consist of TCI of one of the following texts:
Arthur A. Schomburg's “José Campeche, 1752-1809: A Puerto Rican Painter" (1934), TLR: pages 159-164.
Rodolfo Corky Gonzáles' “I Am Joaquín” (1967) (TLR, pgs. 265-279).
Gloria Anzaldúa, “How to Tame a Wild Tongue” (1987) TLR (1987).
You are free to use the linked TCI Analysis Template Worksheet to complete this component of the course. The linked worksheet summarizes the steps required for analyzing visual and other arts.
Monday, May 1 Change in Office Hours Today: 5:30-7:00 pm
0. By now you should be able to describe orally and in writing how "the epic" as an art form is related to and modified by Rodolfo Corky Gonzáles' epic poem “I Am Joaquín”. What are the characteristics of the epic? What characteristics does RCG change and build upon? Today we begin the final topic of the course, "Latinx Sexualities". Also note the final exam date and time for our class (as linked here and above)
1. Gloria Anzaldúa, “How to Tame a Wild Tongue,” TLR (1987). Be prepared to answer the following prompts.
In literary studies determining a text's genre is important because it allows us to interpret the text with greater clarity. What literary genre does Anzaldúa's “How to Tame a Wild Tongue” belong to? Be prepared to provide evidence for your answers.
What is the explicit purpose of the text?
Be prepared to discuss Anzaldua's rhetorical strategies. For example, what are the central metaphors she uses to convey her explicit purpose?
For Anzaldúa, how is language both liberating and confining? Provide examples.
Anzaldúa uses the term "switch codes"(code-switching) to describe the varieties of languages she speaks. Are there situations in your life were you code-switch? Why and for what purpose?
2. Amanda Gorman, “The Hill We Climb” (2021, as linked). Analyze Gorman's poem in relation to Anzaldúa's quest for freedom.
Keywords
Feminism -
Intersectionality - "Put simply, intersectionality is the concept that all oppression is linked. More explicitly, the Oxford Dictionary defines intersectionality as “the interconnected nature of social categorisations such as race, class, and gender, regarded as creating overlapping and interdependent systems of discrimination or disadvantage”. Intersectionality is the acknowledgement that everyone has their own unique experiences of discrimination and oppression and we must consider everything and anything that can marginalise people – gender, race, class, sexual orientation, physical ability, etc. First coined by Professor Kimberlé Crenshaw back in 1989, intersectionality was added to the Oxford Dictionary in 2015 with its importance increasingly being recognised in the world of women’s rights." From Bridie Taylor, "Intersectionality 101" (as linked)
"The Personal Is Political" - The phrase "The Personal Is Political" became a rallying cry for second generation feminists ("second wave feminists") who no longer trusted the State and its institutions to secure freedoms and ensure equality for women. The term itself gained popularity as a result of feminist writer Carol Hanisch's essay, "The Personal is Political" (1970). However, Black, Chicana/Latina and Indigenous women became disenchanted with the preoccupations of white feminists because feminism wasn't tackling its own entrenched racism and class-based normative structures (e.g., middle class values such as "appropriate" behavior, upward mobility through education, behaving like a "woman", etc.), because of its emphasis on the individual rather than the collective. For example, while white middle- and upper-class women began attending college and universities in droves after the Civil Rights Act of 1964, Black, Latina and Indigenous woman rarely had the support of family and institutions to do the same. The term "Third World Feminisms" began to emerge in response to these blinders.
Realia
Star Wars opening "Proem" or "Invocation" (as linked)
LIBRE is an organization funded by the ultra-conservative Koch foundation geared to converting "Latinos" toward a GOP-centric and Libertarian world view. The LIBRE Initiative named a George W. Bush administration alum its new CEO as the group eyes growing its reach with Latinos. This AXIOS graphic shows how LIBRE and other groups are influencing Latino politics.
Thursday, April 27
0. By now you should have the TCI on Schomburg prepared. It will be part of the final project and/or final exam. Also, please submit your essay revisions today along with the original which includes my written edits/corrections/suggestions.
1. Complete discussion of Rodolfo Corky Gonzáles' epic poem “I Am Joaquín” (TLR, pgs. 265-279). As is customery, familiarize yourself with the intro to Gonzalés' life and works before reading this historical poem. Prompts:
We discussed that “I Am Joaquín” is structured like an epic poem. All epic poems begins with an "invocation" (sometimes called a "proem" or a "preface") and continues through sections were the hero confronts and survives adversity. Reread the poem and:
1. Be able to distinguish between the sections we discussed (the invocation, and the colonial period) and the subsequent sections as Joaquín "travels" through the history (the Chicanx peoples' epic quest for freedom).
2. Look up historical references that you are not familiar with.
3. Be able to describe how in this epic poem "CONTEXT" is so important.
Keywords
Epic Poetry/Epic Poem - Research this poetic form and familiarize yourself with the Epic of Gilgamesh; oldest and first documented ever written story ever committed to writing. Consider, for example, how Star Wars is an epic poem with a clear hero, clear villain, significant quest, etc.
Chicano/Chicana/Chicanx - People of Mexican American ancestry in the United States. Unlike the term "Mexican American", these identity terms signal political identity that refuses assimilation -- the "hyphen" between Mexican and American.
Elfego Vaca -
"Los tres" / Diego Rivera, José Orozco, David Siqueiros -
Frida Kahlo -
Realia
Star Wars opening "Proem" or "Invocation" (as linked)
LIBRE is a Koch backed organization geared to converting "Latinos" toward GOP and Libertarian world view. The LIBRE Initiative named a George W. Bush administration alum its new CEO as the group eyes growing its reach with Latinos. This AXIOS graphic shows how LIBRE and other groups are influencing Latino politics.
Monday, April 24
Announcement: My regular email has been restored. Use the email listed above.
0. Today we begin a new topic, "From the Chicano Liberation Movement to #BLM." Prior to coming to class, view the video as linked below and be prepped to discuss then assigned poem.
1. View the documentary, Chicano! History of the Mexican American Civil Rights Movement (1996) [as linked]. Be prepared to discuss the context offered in this important documentary for our analysis of Gonzáles' “I Am Joaquín”.
What were the goals of the Chicano Civil Rights movement?
Describe the Chicano leadership styles associated with Gonzales v. Reis López Tijerina.
Why was Reis López Tijerina invoking the Treaty of Gualdaupe Hidalgo?
Why was Tijerina's mission to take over territories?
How did Chicana feminism emerge?
How did the Chicano Moratorium end the optimism of the Chicano Civil Rights Movement?
2. Read and be prepared to discus Rodolfo Corky Gonzáles' epic poem “I Am Joaquín” (TLR, pgs. 265-279). As is customery, familiarize yourself with the intro to Gonzalés' life and works before reading this historical poem.
Be prepared to discuss:
Who does Joaquín represent?
Who are the historical figures referenced in the poem? (Research and be prepared to list examples when called upon; the documentary Chicano! below will help.)
Keywords
Ruben Salazar -
The Chicano Moratorium -
The Crusade for Justice -
New Mexico incorporation -
Thursday, April 20, 2023
Announcement: My Hunter email is blocked due to exceeding space limitations. The AV department is helping to correct this. If you have a pressing matter that can't wait 24 hrs. email me at [email protected].
0. If you received your corrected essays on Monday, you have until this coming Monday to submit the rewrites.
1. Today we will complete our discussion of Arthur A. Schomburg's “José Campeche, 1752-1809: A Puerto Rican Painter" (1934), TLR: pages 159-164.
2. QUIZ ALERT. We will have a quiz on Monday. The quiz focuses on 1) Arthur A. Schomburg's essay, and 2) on Monday's lecture about Schomburg. (No make-ups allowed for absentees.)
Monday, April 17, 2023
Announcement: By now everyone who submitted the midterm when it was due has received their grade, along with related comments, suggestions, and (if required) requested edits for resubmission. If you were asked to resubmit, the due date is a week from today (on 4/24). If you were asked to meet with me you must do so this week by sending me an email to set up an appointment (either in person or via Zoom).
Announcement: Essay revisions are due today. Please bring the original and staple it to your essay revision.
0. I hope you are having a peaceful spring recess. We will continue our topic today, "Writing the Américas Before and After the ‘American 1898’". Many of you have been absent recently. I recommend that you follow instructions for missed work as noted on the syllabus and as linked here. This is very important: If I've asked you to see me about the last writing assignment you must contact me before submitting you writing revisions. (You will receive your midterm corrections/grades via email.)
1. Arthur A. Schomburg, “José Campeche, 1752-1809: A Puerto Rican Painter" (1934), TLR: pages 159-164. As always complete a TCI of the assigned readings. Guiding questions for today's discussion:
-Who was Arthur A. Schomburg (1874-1938)?
-Who was José Campeche (1752-1809) and why is Schomburg interested in this artist? Provide example in support of your answers from the text along with corresponding page numbers.
-What is the explicit purpose of Shomburg's essay? Provide example in support of your answers from the text along with corresponding page numbers.
-Describe Campeche's boyhood and education. Provide example in support of your answers from the text along with corresponding page numbers.
-According to Schomburg, why was Campeche so sought out and why does he stay in Puerto Rico? Provide example in support of your answers from the text along with corresponding page numbers.
Activity: Lightening round presentation assignment: Pick one image from the Smithsonian Museum below for a lightening round presentation. A lightening round presentation last between 1 and 2 minutes and entails your reaction to the presentation topic. For our purposes, in your lightening round presentation you will address the following questions:
-What is the name of the painting/artwork?
-When was it completed?
-Where is it housed (i.e., the museum's name and location)?
-What artistic period does it reflect (.e.g., Renaissance, Baroque, Enlightenment, etc.)?
-Why did you choose it?
Realia
Arthur A. Schomburg, “In Quest for Juan de Pareja,” Crisis 18 (1927): 153-154; 174.
The Met Exhibit, "Juan de Pareja: Afro-Hispanic Painter" (2023)
Tamara Díaz Calcaño, "José Campeche, the Portraitist of 18th century Puerto Rico" (2022)
Campeche's works at the Museo de Arte de Puerto Rico (as linked)
Monday, April 3
0. We will complete our discussion of Martí's “A Vindication of Cuba,” (1889) TLR (pages 98-104) and begin our analysis of Booker T. Washington's 1898 speech. Your writing assignment/essay corrections
will be returned today.
1. Booker T. Washington, “Speech on National Peace Jubilee on October 16, 1898” (1898). The PDF version of of Booker T. Washington's speech can be found here (as linked). Be sure to research the significance and of Washington's biography and intellectual contributions to Black liberation. Also, be sure you have an understanding of the Spanish American War and its relation to U.S. empire building.
What is "the supreme test" that Washington refers to in his speech?
What is Washington's explicit purpose in this speech?
What literary/rhetorical strategies does Washington use to describe the contributions of Blacks to the U.S. wining the Spanish American War? List at least three and be prepared to discuss them.
In what ways are Martí and Washington similar in their redress of Cuban and Black disenfranchisement respectively?
2. We will discuss the legacies of 1898. Research all the keywords below. Come prepared with knowledge about the Spanish American War and familiarize yourself with the realia before coming to class.
Keywords
"Grito de Lares" -
Foraker Act (Organic Act of 1900) -
Jones Act -
"The White Man's Burden" -
Realia
"School Begins" (1899), Library of Congress and WiKi media
"Uncle Sam offers Stars and Stripes" (1898) -
"Uncle Sam's Burden -- The Philippines, Porto Rico [sic], and Cuba stereograph
Cornelius Rhoads Letter
Cornelius Rhoads, exonerated (NYT)
Cornelius Rhoads, Time Man of the Year
"Gas Masks" reporting form the new Gibralter (PR) and PR soldiers
Writing Assignment Correction Guide
SVO = Subject/Verb/Object problem, or grammatically unclear sentence.
WW = Wrong word. Word used to connote meaning is insufficient for intended purpose.
Hunter College, SPRING RECESS April 4 - Thursday April 13
Thursday, March 30
0. Today we start a new course topic, "Writing the Américas Before and After the ‘American 1898’". As we read the assigned text for this thematic cluster, consider the centrality of war to the development of Latinx forms of resistance to U.S. colonization and related forms of redress. Today you are encouraged to attend the BRESI presentation by Prof. Lorgia García Peña that I have organized. See the attached poster (as linked) for additional information. We expect the auditorium will be full, so please arrive as early as possible if you plan to attend.
1. José Martí, “A Vindication of Cuba,” TLR (1889), pages 98-104.
According to the TLR introduction, what is the significance of Martí's accomplishments?
What is Martí's explicit purpose in writing “A Vindication of Cuba"? (Remember, he's writing an editorial opinion piece to the editors of The Evening Post. What is he trying to redress?)
What stereotypes about Cubans is Martí attempting to counter and why? List at least three and be prepared to discuss them.
What literary/rhetorical strategies does Martí use to counter these stereotypes? (A literary strategy could refer to tone, style, and other rhetorical strategies.) List at least three rhetorical strategies and be prepared to discuss them.
2. Booker T. Washington, “Speech on National Peace Jubilee on October 16, 1898” (1898). The PDF version of of Booker T. Washington's speech can be found here (as linked). Be sure to research the significance and of Washington's biography and intellectual contributions to Black liberation. Also, be sure you have an understanding of the Spanish American War and its relation to U.S. empire building.
What is "the supreme test" that Washington refers to in his speech?
What is Washington's explicit purpose in this speech?
What literary/rhetorical strategies does Washington use to describe the contributions of Blacks to the U.S. wining the Spanish American War? List at least three and be prepared to discuss them.
In what ways are Martí and Washington similar in their redress of Cuban and Black disenfranchisement respectively?
Keywords
The Spanish American War (1898) -
Yellow Journalism -
Cultural Memory/Cultural Amnesia -
Historical Memory -
Stereoscope - a device for viewing a pair of separate images, depicting left-eye and right-eye views of the same scene, as a single three-dimensional image.
Realia
"Uncle Sam's Burden -- The Philippines, Porto Rico [sic], and Cuba stereograph
Cornelius Rhoads Letter
Cornelius Rhoads, exonerated (NYT)
Cornelius Rhoads, Time Man of the Year
"Gas Masks" reporting form the new Gibralter (PR) and PR soldiers
Monday, March 27
0. Today we will discuss any remaining questions pertaining to Didion and MARB's texts and review for the midterm exam. Sections 2 and 3 of the midterm exam are listed below. You are free and encouraged to start answering these sections prior to meeting today. The midterm is due March 31st at 5:00 pm. (This is an extension to the previous March 30the deadline.) No exceptions. The deadline is final but you are free to send the midterm before the submission deadline. Instructions for submission of the midterm are listed below.
1. Midterm discussion and prep. The midterm has three sections as noted below.
Section I. Come prepared with 10 of the keywords that you think are central to understanding the course thus far. You will explain why you believe the keywords you've chosen are important for understanding the course goals.
Section II. Short Answers. Pick two authors and their corresponding texts from the options below. You will answer fully and in complete sentences two of the questions listed for each of the two texts below that you have chosen. (You may not repeat authors/texts in sections II and II. For example, if you pick MARB as on of your chosen authors/texts in section II, you may not do the TCI on MARB. You would pick another author/text).
1. Myriam Gurba, “Pendeja, You Ain’t Steinbeck: My Bronca with Fake-Ass Social Justice Literature,” Tropics of Meta (2019). Answer two.
-Why is the controversy surrounding American Dirt related to "canonicity"? Provide examples.
-What examples does Gurba use in her essay to attack Jeannine Cummins as well American Dirt?
-Describe Gurba's writing style in this essay. Provide examples.
2. Toni Morrison, “Recitatif” (1983). Answer two.
-What are the major themes and topics that Morrison introduces in his story? (List examples)
-Why do you think that Morrison uses a musical composition (the "recitatif") as the title to this short story?
-Be prepared to discuss ethnic and racial markers in the story. (Provide at least three examples).
-What is the central problem that Toni Morrison's "Recitatif" attempts to address and how is it related to Roberta and Twyla's racial ambiguity? (List examples)
-In music, when sections of a musical composition transition into another motif they are called "movements." List the five "movements" in Toni Morrison's story and indicate what they have in common.
3. María Amparo Ruiz de Burton, first two chapters of the novel The Squatter and the Don as listed on TLR. (Chapter One "Squatter Darrell Reviews the Past" and Chapter Two, "The Don's View of the Treaty of Guadalupe Hidalgo". Answer two.
-What is the central conflict introduced in the first two chapters of MARB's novel, The Squatter and the Don? (List examples)
-Describe the history of how the novel was "discovered." (List examples)
-How are the Alamars described? (List examples)
-How are the squatters described? (List examples)
-To whom (what audiences) is MARB interested in reaching? Whose "gaze" dominates her narrative?
4. Percival Everett “The Appropriation of Cultures” (1996). Answer two.
-How does Daniel subvert the meaning of the song "Dixie"? (List examples from the text including passages and page numbers.)
-Why does Daniel subvert the symbols of racism and White Nationalism throughout the story? (List examples from the text including passages and page numbers.)
-What are the primary literary devices that drive the story (e.g., metaphor, metonymy, irony, symbolism, etc.)?
Section III. TCI chose one of the following texts to analyze using the the TCI Analysis Template for the formal analysis of works:
Joan Didion, “Notes from a Native Daughter” from Slouching Toward Bethlehem (1990),
María Amparo Ruiz de Burton' s assigned chapters from The Squatter and the Don (1885),
Percival Everett's “The Appropriation of Cultures” (1996),
or Richard Rodríguez's "Aria" from Hunger of Memory: The Education of Richard Rodriguez (1982)
Midterm Instructions
1. You will have until Friday March 31 at 5:00 pm to submit the midterm as instructed below via-email to [email protected]. Only use this email to submit the midterm. Do not use this email for communicating with me as this is a shared inbox ONLY for the submission of work. If you have questions, use the email listed on the syllabus ([email protected]).
2. Email subject line. The email subject line must list your LAST NAME (SURNAME) and the COURSE NUMBER (AFPRL 356).
3. Copy yourself on the email ("CC") to ensure the midterm document goes through and that it is readable/viewable. This offers 1) a time-stamp proof of time sent, and 2) helps you ensure that it was sent.
4. As an added precaution, cut-and-paste the completed midterm to the email itself ([email protected]) and send it along with the document. If the attached document is unreadable for some reason, I will still be able to read and correct the email cut-and-paste pasted on to your email.
5. Send only .doc/docx. No PDF, no Pages files, or links to Google docs are allowed as they are difficult to correct/offer feedback or often the link/s require permissions, etc. If you don't have Word.doc/x, simply send the competed midterm as a cut-and-paste to the email itself.
6. All midterms must be received no later than Friday March 31 at 5:00 pm. (You may send the midterm before the deadline if you wish).
Thursday, March 23
1. Joan Didion, “Notes from a Native Daughter” from Slouching Toward Bethlehem (1990). Discussion leaders will answer the individual questions listed below. Their names are designated in bold below next to the question they are responsible for.
-What genre does Didion employ in this text and how is that related to her broader oveure? Give examples. Gabriela Pina García
-For Didion, when does the story of Sacaramento Valley begin? Give examples. Tatiana López
-What is the significance of her claiming ancestry from the Donner Party? Give examples. Jaylene Martínez
-In what ways is the essay an attenpt to answer, Can one ever really go back home? Give examples. Ulysses López Cadena, Sariah Jillian Lewis, John Ponce and Athena Elena Robles
2. Activity. If called upon to do so, all students should be able to reflect on the reading reflections section below:
As you read Didion, consider how her version of California erases "Mexican" California in "Notes from a Native Daughter". Despite this, there are traces of the state's Mexican past in "Notes from a Native Daughter". The thoughtful reader, for example, will note that what Didion calls the "original" and "native" families of Sacramento, are not "native" to California at all.
What examples, traces, and ghostly hauntings of Mexican California do you note in this text? We will analyze in class how this example of both "national pedagogies" and "historical/cultural amnesia" has further perpetuated the erasure of Latinx life and history from the state and the country.
How would MARB or Rodriguez or Morrison react to these erasures? What would they say? I really want to hear your opinions about this so come prepared.
Realia
Textbook Our Latin American Neighbors (1941) and review (note this as an example of "National Pedagogies"). Related textbooks
Didion interview on writing
MIDTERM EXAM PREPERATION
The midterm has been postponed until Thursday, March 30 (see extension listed above). We will discuss the midterm exam structure today.
Part I Short definitions of keyword and an example from texts discussed.
to keywords
Part II Answers of questions or prompts from designated texts
Part III TCI of one text
Monday, March 20
0. The formal essay assignment has two components. Part one 1) answering the questions listed for the assignment (it was due last Thursday, 3/16); and part 2) the final completed essay where you develop your responses from the questions you answered (this part is due Thursday 3/23). Today is your last chance to hand in the hardcopy questions for essay one (part one).
If you already submitted the essay early, you still have to hand in the answers to part one. (Again, the assignment is a two step process). As indicated in the instructions, the assignment must be submitted and printed via hardcopy (no looseleaf permitted or via email).
Moving forward, no looseleaf homework is permitted. All assignments must be submitted in person and via printed hardcopy (e.g., Word doc., etc.).
1. Complete discussion of MARB's The Squatter and the Don (TLR). Be prepared to discuss the questions listed below for March 16th.
2. Joan Didion, “Notes from a Native Daughter” from Slouching Toward Bethlehem (1990). DISCUSSION LEADERS: last names ending from A-M.
-What genre does Didion employ in this text and how is that related to her broader oveure? Give examples.
-For Didion, when does the story of Sacaramento Valley begin? Give examples.
-What is the significance of her claiming ancestry from the Donner Party? Give examples.
-In what ways is the essay an attenpt to answer, Can one ever really go back home? Give examples.
3. DISCUSSION LEADERS: last names ending from N-Z.
As you read Didion, consider how her version of California erases "Mexican" California in "Notes from a Native Daughter". Despite this, there are traces of the state's Mexican past in "Notes from a Native Daughter". The thoughtful reader, for example, will note that what Didion calls the "original" and "native" families of Sacramento, are not "native" to California at all. What examples, traces, and ghostly hauntings of Mexican California do you note in this text? We will analyze in class how this example of both "national pedagogies" and "historical/cultural amnesia" has further perpetuated the erasure of Latinx life and history from the state and the country. How would MARB or Rodriguez or Morrison react to these erasures? What would they say? I really want to hear your opinions about this so come prepared.
Realia (from last week)
Textbook Our Latin American Neighbors (1941) and review (note this as an example of "National Pedagogies"). Related textbooks
Didion interview on writing
Photos of Didion and MARB photo and bio sketch
Thursday, March 16
0. We will meet in person today. We will quickly review Everett's short story and compare it to both Rodriguez and Morrison's texts. After doing so we will begin a new topic: "Foundling Fictions: Assimilation, Racial Passing, and “American” Cultural Amnesia." If you have any questions, we'll spend some time discussing the first formal writing assignment. I've added additional prompts to help you start your writing assignment here. I will collect these when we meet on Thursday, March 16.
1. María Amparo Ruiz de Burton (“MARB”), read the first two chapters of the novel The Squatter and the Don as listed on TLR (or as linked on this website) [ONLY READ: Chapter One "Squatter Darrell Reviews the Past" and Chapter Two, "The Don's View of the Treaty of Guadalupe Hidalgo"]
-What is the central conflict introduced in the first two chapters of MARB's novel, The Squatter and the Don?
-Describe the history of how the novel was "discovered."
-How are the Alamars described?
-How are the squatters described?
-To whom (what audiences) is MARB interested in reaching? Whose "gaze" dominates her narrative? All students are expected to contribute by answering these questions in groups or if called upon to do so.
Keywords [Research the following keyword below]
Racial Passing -
The Myth of Atzlán -
The Myth of the "Spanish" Southwest - Read page 19 in this essay and be able to identify the meaning of this term.
Realia
Cartoons and newspapers
MARB photo and bio sketch
California Land Act of 1851
Leland Stanford and the Transcontinental Railroad
Maps of major railroads
Chinese Exclusion Act 1882
1860s anti-immigration visual realia
Political map of US 1856
Monday, March 13 CLASS CANCELLED
0. Due to surgery, today our class will be held via Zoom. Please use the Zoom link below which will also be sent via Blackboard email. We will quickly review Everett's short story and compare it to both Rodriguez and Morrison's texts. After doing so we will begin a new topic: "Foundling Fictions: Assimilation, Racial Passing, and “American” Cultural Amnesia." If you have any questions, we'll spend some time discussing the first formal writing assignment. I've added additional prompts to help you start your writing assignment here. I will collect these when we meet on Thursday, March 16.
For those who have questions, we will also discuss the upcoming writing assignment (but in the meantime, follow the prompts for the writing assignment as listed below).
1. María Amparo Ruiz de Burton (“MARB”), read the first two chapters of the novel The Squatter and the Don as listed on TLR (or as linked on this website) [ONLY READ: Chapter One "Squatter Darrell Reviews the Past" and Chapter Two, "The Don's View of the Treaty of Guadalupe Hidalgo"]
-What is the central conflict introduced in the first two chapters of MARB's novel, The Squatter and the Don?
-Describe the history of how the novel was "discovered."
-How are the Alamos described?
-How are the squatters described?
-To whom (what audiences) is MARB interested in reaching? Whose "gaze" dominates her narrative? All students are expected to contribute by answering these questions in groups or if called upon to do so.
Keywords [Research the following keyword below]
Racial Passing -
The Myth of Atzlán -
The Myth of the "Spanish" Southwest - Read page 19 in this essay and be able to identify the meaning of this term.
Zoom link for class today:
https://us02web.zoom.us/j/4577736053
Thursday, March 9
0. We will tie up any loose threads related to Morrison's "Recitatif" (1983) before analyzing Percival Everett's “The Appropriation of Cultures” (1996). We will also discuss the first formal writing assignment (see below).
1.Percival Everett “The Appropriation of Cultures” (1996). Before reading the short story research the author. Then proceed with the following:
-Research the meaning of the song "Dixie" in relation to U.S. history.
-Research the confederate flag controversies as linked here and here. What is at stake in the battle over which version of the past needs memorialization?
-How does Daniel subvert the meaning of the song "Dixie"? (List examples from the text including passages and page numbers.)
-Why does Daniel subvert the symbols of racism and White Nationalism throughout the story? (List examples from the text including passages and page numbers.)
-What are the primary literary devices that drive the story (e.g., metaphor, metonymy, irony, symbolism, etc.)?
2. Be prepared to discuss how Everett, Morrison, and Rodriguez each envision "redress." First, identify the problem/s that each identify in their respective assigned texts, and them be prepared to discuss how each envisions redress.
Keywords [A usual, research the meaning of the terms below before coming to class.]
Cultural Appropriation -
"Dixie" (confederate song) -
"Dog whistle" -
Historical Supplement - In race and ethnic studies it refers to that which falls outside the historical ability to understand its full meaning even though it continues to animate historical, cultural, and political strife. "Racism", for example, serves as an historical supplement because our relationship and understanding of the term is always conditioned by those who have the power to "accurately" represent the past in our present. That is Morrison's point in "Recitatif". The figure of Maggie -- like a ghost -- continues to reappear over and over again in the story as an "historical supplement" that both unites and repels Twyla and Roberta. They simply can't come to terms with who abused Maggie and, much less, why someone so weak was such an easy target for even the most destitute -- the abandoned children at St. Bonny's.
Parody - An imitation of the style of a particular writer, artist, or genre with deliberate exaggeration for comic effect.
Satire - Refers to the use of humor, irony, exaggeration, or ridicule to expose and criticize people's stupidity or vices, particularly in the context of contemporary politics and other relevant issues.
Rhetorical Devices -
Addenda
Jensen Interceptor
Martin Guitar and 1940 Martin guitar
Rhetorical devices -
Formal Writing Assignment 1
Your first formal writing assignment is due on March 23. The essay question you will answer in essay form (which we will discuss today) is related to the topic of "color," literally and figuratively, in one of the following writers and the respective texts we have studied: Morrison's "Recitatif", or Rodriguez's "Aria". Instructions:
Content
In your essay you will:
1. Identify three instances of the appearance of "color", literally or figuratively, in the text you have chosen. You will list these three instances of color in the introduction to your easy, in the first paragraph of your essay.
2. After doing so, you will analyze one of the three instances of color that you identified in your opening paragraph in order to explain why you believe the use of the color you've chosen is significant in the text you've chosen.
Form
1. All submission must be hardcopy as document (no PDFs allowed), 12-point Times Font, double-spaced, normal margins (one inch on top and on the sides), and between 400-500 words, and MLA Format (no cover page). (Note: one page = ~250 words, not counting heading or titles).
Monday, March 6
0. We will discuss Morrison's short story “Recitatif” (1983) and compare how her strategies for redress differ in quality (impact) and form (style) from Rodriguez's work.
1. Toni Morrison, “Recitatif” (1983). Read and be prepared to discuss the story following TCI method. We discussed last class how a "recitatif" is a movement between one musical topic or theme in a single composition. The first movement concerns St. Bonny's and relates how and where Roberta and Twyla first meet.
-Identify, What are the other "movements" in the story where Roberta and Twyla meet again throughout their lives? (Hint, there are five.) List the the other four "movements" in Toni Morrison's story and indicate how each movement stages different topics/themes.
-What are the major themes and topics that Morrison introduces in his story?
-Why do you think that Morrison uses a musical composition (the "recitatif") as the title to this short story?
-Be prepared to discuss ethnic and racial markers in the story (provide examples).
-What is the central problem that Toni Morrison's "Recitatif" attempts to address and how is it related to Roberta and Twyla's racial ambiguity?
-In music, when sections of a musical composition transition into another motif they are called "movements." List the five "movements" in Toni Morrison's story and indicate what they have in common.
Realia
Explanation by Leonard Bernstein (as linked)
Sza, "Kill Bill" (2022) - As a warmup to discussing “Recitatif," we'll discuss the "movements" in Sza's song. (Lyrics as linked).
Addenda
For our discussion today, note that a "recitative" (or in French, "Récitatif") advances the action of an opera or oratorio. For Morrison, the Recitatif is a way to talk about the "opera" that is American race relations. Whereas in opera the "aria" provides insight into the emotional state of the individual singer, Morrison is interested the bigger historical picture as experienced by two girls as they grow into adulthood. Both Rodriguez and Morrison use these terms from music studies to underscore their respective points of view; one individual and the other collective.
Thursday, March 2
0. We will complete our discussion of Rodriguez's "Aria," and then proceed to analyze and discuss Toni Morisson's short story “Recitatif” (1983). As you compare these two writers, consider how Rodriguez and Morrison differ in how they approach questions of race, education, belonging, language and redress. Discussion leaders will answer the questions/prompts and submit their responses before the start of class.
1. Toni Morrison's short story, “Recitatif” (1983). The "discussion leaders" below are asked to guide the conversation by answering the prompts below. Obviously, all students must do the readings and respond to the questions/prompts but the discussion leaders will be called on to do so specifically (think of this as an oral presentation the discussion leaders will turn in their answers to the questions/prompts below at the beginning of class. Before responding to the questions, you should research the origins of bilingual education (see links below). Today's discussion leaders: Students whose last names begin with K through Z. Prompts/questions:
-Research the meaning of the title. What does it mean?
-Why do you think that Morrison uses a musical composition (the "recitatif") as the title to this short story?
-Be prepared to discuss ethnic and racial markers in the story (provide examples).
-What is the central problem that Toni Morrison's "Recitatif" attempts to address and how is it related to Roberta and Twyla's racial ambiguity?
-In music, when sections of a musical composition transition into another motif they are called "movements." List the five "movements" in Toni Morrison's story and indicate what they have in common.
Keywords
Ethnic and racial markers - Anything that points to a person's race or ethnicity without directly naming their race and/or ethnicity. Ethnic and racial markers sometimes rely on stereotypes but not always.
Recitatif -
Realia
See the Toni Morrison novels that are currently being banned (as linked)
Toni Morrison's books Time and NYT (as linked)
National pedagogies -
CRT Video 1
Richard Rodriguez interview from An American Life (2017) 4:40-7:00
Monday, February 27
0. What's history got to do with Latinx literature? What are the themes and topics that Black and Latinx writers have taken up in order to redress cultural, social, educational, and political marginalization? What have Black and Latinx authors identified in need of redress? These are the questions we will engage in this unit, "Comparative 'American' Literary Histories and the Decolonization of the Curriculum." Be sure to familiarize yourself with Rodriguez and Morrison's biographies (see links under realia section below).
"Comparative 'American' Literary Histories and the Decolonization of the Curriculum."
1. Richard Rodríguez, “Aria” TLR. "Aria" is a chapter from Richard Rodriguez's memoir, Hunger of Memory: The Education of Richard Rodriguez (1982). The "discussion leaders" below are asked to guide the conversation by answering the prompts below. Obviously, all students must do the readings and respond to the questions/prompts but the discussion leaders will be called on to do so specifically (think of this as an oral presentation). Discussion leaders will turn in their answers to the questions/prompts below at the beggining of class. Before responding to the questions, you should research the origins of bilingual education (see links below). Today's discussion leaders: Students with last names from A through J.
What Rodriguez's explicit purpose for writing "Aria"?
What are the central metaphors and symbols that appear in this text?
What is his relationship to his father?
What distinctions does he make regarding public and private life?
Why is Rodríguez so against bilingual education? How do you feel about this?
2. We will discuss the backdrop to Toni Morrison's short story, “Recitatif” (1983) and on Thursday's class we will anlyze the text. For today's introduction to Morrison's text, you should know that one of the major themes of “Recitatif” (1983) involves revisiting American history at mid-century and the importance of education; especially the question of desegregation.The story borrows from real-life events in NY state over desegregation. See and research this example: Desegregation in Long Island (1960s). Familiarize yourself with the realia below and prepare to focus your discussion on educational equity in Morrison's short story.
For background, review the images of school protest over desegregation - Images of Little Rock, AK protests (1959); Ruby Bridges (1960); crowd protesting arrival of 6 year old Ruby Bridges to William Frantz Elementary School in New Orleans (1960); documentary images, Tulane University archives; Montgomery, Alabama (1963); Little Rock 9, Dorthy Counts (1957); Eckford and Bryan (1957)
Keywords
Redress - In ethnic studies the term means to repair or set right that which has been broken; to seek justice over an unjust system. Consider: How have the Latinx authors discussed thus far attempted to "redress" the historical events into which they lived through?
Memoir - How is this literary genre different from other genres such as biography?
National Pedagogies - In the academic fields of race and ethnic studies, the term refers to the stories a nation tells itself about itself through "cultural industries." Cultural industries refers to both the formal means (e.g., educational, legal, religious, etc.), as well as informal means (media, movies, TV, Twitter, etc.) through which we are "teach" about what is and what isn't "truly American." National pedagogies are powerful narratives ("stories") that saturate the culture and help solidify social, political, cultural and legal understandings of what is right v. what is wrong, what is lawful v. what is unlawful, who is human v. and who is less than human, etc. The Lone Ranger television show that we discussed is an example of a "national pedagogy" that represents the cowboy as the "true American" and in so doing "teaches" us that the outsiders and criminals are Mexicans/Mexican Americans, Spanish speakers in the U.S., Indigenous populations, and other ethnically and racially marked people in the the nation.
Desegregation -
Bilingual Education -
Ruby Bridges -
Realia
Sample Short TCI Analysis Template (as linked). When doing an analysis and interpretation of a literary text (or an art historical text), you should follow the steps outlined in the attached template.
First Assignment Correction Key (as linked)
Toni Morrison - Bio
Richard Rodriguez - Bio
Thursday, February 23
0. Today we'll complete our discussion of Gurba's essay, “Pendeja, You Ain’t Steinbeck: My Bronca with Fake-Ass Social Justice Literature,” Tropics of Meta (2019), and link her analysis to the conversation we had with Prof. Colbert.
1. We will conduct our first in-class writing assignment. The assignment is a "reflection," meaning you will rely solely on your previous reading, and analysis of the text you chose, as well as our class discussions to provide your answer to the chosen question/prompt below. You will pick only one of the prompts below and write your response to the prompt in class. The assignment will be timed and last no more than 20 minutes from start to finish. (Be sure to bring a pencil/pen; a bluebook will be provided).
Question/Prompt 1: How does the "Ballad of Gregorio Cortez" rewrite the official version of events which depicted Cortez as an outlaw? List three examples from the corrido/border ballad that portrays Cortez as a hero rather than as a criminal.
Question/Prompt 2: Why is Myriam Gurba intent on redressing the story of Mexicans and im/migration that is represented in the novel American Dirt? List three examples from Gurba's essay in support of your answer.
Tuesday, February 21 WE WILL MEET AT A DIFFERENT LOCATION TODAY. SEE DETAILS BELOW.
0. NOTE: Hunter College classes on Tuesday, February 21, follow a MONDAY schedule. We will meet with our invited speaker Prof. Soyica Diggs Colbert during our regularly scheduled class time at the following location:
1. Class today is organized around a "keywords conversation" between Professors Colbert and Lima as well as Lima's students from AFPRL 356 (Latinx Literatures in English). The conversation, titled "Art, Archiving, Freedom, Resistance," centers the work of writer Lorraine Hansberry in relation to other Black and Latinx writers and artists. Please arrive earlier than usual so as not to disrupt our guest's presentation. We will meet at the location below.
Tuesday, February 21, 2023
Location: CENTRO Conference Room | Hunter College East Building, Room 1442
Time: 1:00-2:15
NOTE: Currently the event is oversubscribed and has surpassed the number of available seats (the conference room only accommodates 20 spaces and we have 25 students registered in the course). Consequently, if you chose not to attend you will be formally excused without penalty because of the limited seating. You will still be able to meet Prof. Colbert during her afternoon lecture as that room is much larger (info as linked).
Monday, February 20 College Closed for Presidents Day
Thursday, February 16
0. Today we will complete our discussion of the "Ballad of Gregorio Cortez" and continue with the assigned material below. In addition, we will have a short in-class writing assignment based on the reading below. I will also carve a few minutes to share some of the questions you handed in at the end of class regarding what we should review and/or clarify before proceeding.
1. Harold Augenbaum and Margarita Fernández Olmos, “Latino United States” TLR (pgs. 137-141). All students must complete the readings. Individual students whose last names range from A to N will called on to answer these questions.
-According to the authors, why are the first decades of the 20th c. a period of "ethnic consolidation and what do they mean by this? Provide examples (including page numbers). (pgs. 137-141)
-Why did Latinx writers find it so difficult to publish their literary works? Provide examples.
-According to the authors, why did things begin to change for Latinx writer during the second half of the 20th c.
2. Myriam Gurba, “Pendeja, You Ain’t Steinbeck: My Bronca with Fake-Ass Social Justice Literature,” Tropics of Meta (2019). Review the prompts below before reading the essay by Miriam Gurba and then answer the questions related to the reading. All students must complete the readings. Individual students whose last names range from M to S will be called on to answer these questions.
-Research the Jeanine Cummins controversy about her novel, American Dirt (2019). Describe with examples why this novel was seen as problematic by so many critics.
-Why is the controversy surrounding American Dirt related to "canonicity"? Provide examples.
-What examples does Gurba use in her essay to attack Jeannine Cummins as well American Dirt?
-Describe Gurba's writing style in this essay. Provide examples.
-Do you agree with Gurba's essay? Why or why not.
Keywords [Research the meaning of the keywords below and be able to provide a definition for each. All students must research and provide definitions for keywords. Individual students whose last names range from T to Z will be called on to answer these questions.]
Cultural Appropriation -
Literary Genres - The main literary genres are poetry, fiction, nonfiction, drama, and prose. More recently, performance and other expressive practices have begun to be considered a type of literary genre insofar as they depend on aural, oral, or kinetic narrative structures (i.e., they tell a story through dance, action, visuals, dance, etc., or a combination of all the above). Additionally there are many subgenres. Identify the subgenere below and their distinctions.
The Essay - This is a subgenera of what larger literary genre?
The Novel - This is a subgenera of what larger literary genre?
Realia
List of short articles attacking PR, Black and Latinx history, peoples and culture:
NBC New Miami Online
NBC National News Online
Local 10 News Florida Online
Arturo Domínguez, "El Paso Shooter Admits to Targeting Latinos" Latino Rebels (2023)
El Paso Masacre
Thursday, February 9
0. Last class we discussed two major topics. First, the relation between Canonicity (the literary canon), Periodicity (the historical periods in West and what each considered canonical or exemplary) and Critique (the "critic function" or how literary critics, institutions, and National Pedagogies determine what is assumed to be valuable). Second, how TCI methodology (Text + Context = Interpretation) requires us to scrutinize any text we expect to interpret by following a specific process with rigor and authority. Today we will focus on our first literary test case, “The Ballad of Gregorio Cortez" in the application of TCI methodology. Also, at this point in the semester you should be able to explain how the following periods in the West superseded one another: Classical Antiquity, the Medieval Era, the Renaissance, the Baroque, the Enlightenment, Romanticism, Modernity, Post-Modernity. For example, as discussed in my last lecture, you should be able to explain how the Renaissance began to supersede the Medieval era's religious hegemony after the encounter with "The New World," or how and why the Baroque began to complicate notions of Renaissance symmetry, etc. Finally, recall that each national literary tradition responded differently to these epochs and, consequently, how each had different "literary canons." The Spanish literary canon, for example, would consider Cervantes the greatest Renaissance writer (or "Golden Age" writer as the Spanish called the period), while England would say, you guessed it, that Shakespeare was the greatest writer. The greater point is to understand why the "American" literary canon (that is, the United States' literary canon) has largely ignored, derided, excluded and dismissed Latinx literary and expressive practices.
1. Anonymous, “The Ballad of Gregorio Cortez” TLR (pgs. 132-135). Instructions:
Step 1: Read “The Ballad of Gregorio Cortez" and research who the he was and and any other historical figure in the text. Yes sure you also research any unfamiliar words, importance of dates, etc.
Step 2: Review the "Worksheet for Visual, Literary and Cultural Analysis". We will use the worksheet to interpret the corrido ("border ballad), “The Ballad of Gregorio Cortez.”
Step 3. Conceptual Practice. First, attempt to piece together how "Canonicity, Periodicity and Critique" are related to the interpretation of literary and visual texts. In your own words, describe how the “The Ballad of Gregorio Cortez" fits within this scheme.
Step 4. Application of Concepts. Second, what do you need to know about the Text (“The Ballad of Gregorio Cortez”), and the Context that created it (the historical period), before we can offer an informed interpretation of the text? It's ok if you don't have all the answers, we'll work in-groups in order to complete this exercise.
Each student should bring the "Worksheet for Visual, Literary and Cultural Analysis" and bullet point all relevant information above on the worksheet before coming to class. I will collect the worksheet so be sure to copy your work.
2. Each student should come to class with at least one question describing what topic or theme covered thus far they feel we should delve into with greater detail.
3. Writing assignment. We will discuss our first writing assignment at the conclusion of class.
Realia
Caitlin O’Kane, “Texas Education Officials Proposed Changing ‘Slavery’ to ‘Involuntary Relocation’ When Teaching Second Graders,” CBS News Online (2022)
Laura Isensee, “Why Calling Slaves 'Workers' Is More Than an Editing Error” NPR News Online (2015)
Arts responding to history of Latinx lynching: Ken Gonzáles-Day’s “Erased Lynching Series”
Addenda
At this point in the semester you should be able to explain how the following art historical periods in the West superseded one another: Classical Antiquity, the Medieval Era, the Renaissance, the Baroque, the Enlightenment, Romanticism, Modernity, Post-Modernity. For example, as discussed in my last lecture, you should be able to explain how the Renaissance began to supersede the Medieval era's religious hegemony after the encounter with "The New World," or how and why the Baroque began to complicate notions of Renaissance symmetry, etc.
The dates below are approximate. Different national traditions entered different epochs at different times.The use of temporal markers such as "BCE" and "CE" or "BC" and "AD" in historical analysis is linked below.
Classical Antiquity (800 - 700 BCE - 5th c. 400-500 CE)
the Medieval Era (500s - 1400s CE)
the Renaissance (1400s - 1600s CE)
the Baroque (late 1600s CE)
the Enlightenment (late 1600s - 1700s CE)
Romanticism (1700s - 1800s CE)
Modernity (1800s - 1900s CE)
Post-Modernity (late 1900 - present CE)
Monday, February 6
NOTE: We will meet in class today rather than go to the workshop/lecture indicated on the syllabus.
0. Last week we discussed the historical context and foundations for understanding Latinx literatures. By now you should be able to understand and describe the importance of the Treaty of Guadalupe Hidalgo (TGH) and the articles that dealt with Mexicans and Spanish speakers in conquered territory, the significance of John Calhoun's speech in altering the outcome of the TGH, and how evidence from material culture (Pinturas de casta/Casta Paintings) contradict Calhoun's version of Spanish conceptions of race, ethnicity and indigeneity. We also discussed Manifest Destiny as the ideological and political excuse for the violence caused by westward expansion in the 19th c. as well as how "National Pedagogies" continue to create social, political, and historical erasures. Today we will begin our work using the required text for our class, The Latino Reader: An American Literary Tradition from 1542 to the Present. All students are required to do the reading. Groups of students will help lead the discussion as indicated in the "activity" sections noted below.
1. Harold Augenbaum and Margarita Fernández Olmos, “Introduction: An American Literary Tradition” TLR (pgs. xi-xx)
Activity: Students whose surnames range from A-O will be called upon to lead the discussion. The prompts below will help guide you.
-What is the main thesis of the “Introduction: An American Literary Tradition”?
-What examples do the authors use tu support their argument?
-Why do the authors consider Spanish speakers before 1898 as being precursors to what today we call "Latinos/Latinxs"?
2. Simon Romer, “Lynch Mobs Killed Latinos Across the West. The Fight to Remember These Atrocities is Just Starting” New York Times (2019). This article is linked as either a PDF file or as linked to the source site.
Activity: Students whose surnames range from P-Z will be called upon to lead the discussion. The prompts below will help guide you.
-What is the main thesis of the NYT article, “Lynch Mobs Killed Latinos Across the West. The Fight to Remember These Atrocities is Just Starting”?
-In examples does the article provide of conflicts of interpretation about our National Pedagogies?
-According to the article, whois invested in either remembering or forgetting the history of anti-Latinx lynching?
3. Anonymous, “The Ballad of Gregorio Cortez” TLR (pgs. 132-135)
Review the "Worksheet for Visual, Literary and Cultural Analysis". We will use the worksheet to interpret the corrido ("border ballad), “The Ballad of Gregorio Cortez”. First, attempt to piece together how "Canonicity, Periodicity and Critique" are related to the interpretation of literary and visual texts. Second, what do we need to know about the Text (“The Ballad of Gregorio Cortez”), and the Context that created it, before we can offer an informed interpretation of the text? It's ok if you don't have all the answers, we'll work in-groups in order to complete this exercise.
Keywords
"Manifest Destiny" -
"Corridos"/Border Ballads -
"El corridor de Gregorio Cortez"/The Ballad of Gregorio Cortez" -
Realia
"Los Diablos Tejanos" - [Trigger warning: images of death]
Texas Rangers and Haitians at the Border -
Ken Gonzales-Day from Lynching in the West (2006) and "Erased Lynchings Series"
Thursday, February 2
0. We began class 15 mins. behind schedule on Monday (thank you Subway Line 6) so we will continue our assigned material where we left off. On Monday 1/30 in class we covered 1) the The Treaty of Guadalupe Hidalgo (1848), 2) the Articles from the Treaty that dealt specifically with Mexicans and other Spanish speakers who were to remain in Mexican territories colonized after the U.S. invasion, 3) the concept of "National Pedagogies" and related examples (such as the Lone Ranger television series (1949-1957). The remaining material for today provides the historical backdrop for understanding Latinx literature in the U.S. Time permitting we will also discuss your first writing assignment.
1. John Calhoun, “The Conquest of Mexico" (initially titled, "The Government of a White Race”) (1848)
-According to Calhoun, what was the greatest misfortune to befall Spanish America?
-Why is he against the annexation of Mexican territories? What historical facts does he get wrong?
-Compare his speech to the depictions of racial mixing found in "Pinturas de Casta/"Casta Paintings".
-How do the Pinturas de Casta/Casta Paintings belie Calhoun's assertion regarding how the Spanish treated Amerindians and Blacks?
-Be prepared to identify how proximity to "whiteness" is visually associated with "civilization" and deviations from whiteness as a form "animalization."
Keywords
"Manifest Destiny" -
"Corridos"/Border Ballads -
"El corridor de Gregorio Cortez"/The Ballad of Gregorio Cortez" -
Realia
Worksheet for Visual, Literary and Cultural Analysis - The linked worksheet summarizes the steps required for analyzing literary and visual texts. By the end of class you should be able to understand and explain the various steps required for informed analysis based on evidence from social, historical, and political sources.
Realia
Worksheet for Visual, Literary and Cultural Analysis - The linked worksheet summarizes the steps required for analyzing literary and visual texts. By the end of class you should be able to understand and explain the various steps required for informed analysis based on evidence from social, historical, and political sources.
Maps of Pre- and Post-U.S. -- Mexico War (1846-48)
Leland Stanford and the Transcontinental Railroad
Maps of major railroads
"Los Diablos Tejanos" - [Trigger warning: images of death]
Analysis of John Gast, “American Progress” (1872); Emanuel Leutze, “Westward the Course of Empire Takes Its Way” (1862)
Texas Rangers and Haitians at the Border -
Monday, January 30
Topic: Historical Context for Latino Literatures [Check back for questions, prompts and/or assignments after the conclusion of previous class. For example, after completing class this Monday 1/30, the prompts/questions for Thursday's class would be posted Monday night or the following day.]
1. The Treaty of Guadalupe Hidalgo (1848). Read the introduction and research Articles 8, 9 and 10. Determine why Article 9 was stricken from the ratified version of the Treaty.
2. John Calhoun, “The Conquest of Mexico" (initially titled, "The Government of a White Race”) (1848)
According to Calhoun, what was the greatest misfortune to befall Spanish America? Why is he against the annexation of Mexican territories? What historical facts does he get wrong? Compare his speech to the depictions of racial mixing found in Pinturas de Casta/"Casta Paintings" (see keywords below).
3. View the linked Pinturas de Casta/Casta Paintings and be prepared to identify how proximity to "whiteness" is visually associated with "civilization" and deviations from whiteness as a form "animalization."
Activity
How do the Casta Paintings and their corresponding descriptions belie John Calhoun’s version of Spanish conceptions related to race, freedom, and governance?
Keywords
Dred Scott v. Sandford (1857).
Realia
Time permitting, we will view and discuss the short intro segment to The Lone Ranger (1949-1957) (not the entire episode, just 1-1:25)
Time permitting, we will briefly analyze clips from he film, Ballad of Gregorio Cortez film clip (1982)
(Trigger alert: photo of "Whipped Peter", a formerly enslaved man whose scars became a rallying cry against the brutality of slavery.)
Thomas Jefferson, Notes on the State of Virginia (1781) - "[...] Their griefs are transient [...]"
Thursday, January 26
Topic: Introduction to Latino Literary and Expressive Practices
1. Course Introduction
2. Review of basic terminology in Latino literary studies
3. Critical Cartographies: 1492, 1848, 1898 (review and discussion of pre- and post-US--Mexico War maps)
4. Concepts for Literary Study: Periodicity, Canonicity, and Critique
5. In class viewing of Denice Frohman's poetry-performance "Accents" (2013), and Paola Gonzalez and Karla Gutierrez’s "At the Wall, US/Mexican Border, Texas, 2020" (2020)
Activity
1. What are the major affinities (e.g., themes, topics, styles, etc.) shared by Frohman, and Gonzalez and Gutierrez’s poetic slams?
2. View and discuss the short intro segment to The Lone Ranger (1949-1957) (not the entire episode). In class: Ballad of Gregorio Cortez film clip (1982)"
Keywords
By the end of class you will have an understanding of the following terms:
Periodicity, Canonicity and Critique -
Latino, Latina, Latinx -
National Pedagogies -
TCI Method for Interpreting Texts -
Realia
Toni Morrison interview with Jana Wendt (1998 [6:13 min. video])
Poetry, fiction, nonfiction, drama, and prose are the five main genres of literature. Writers can then further categorize their literature into subgenres.
Midterm Exam (as linked). Do not alter the structure of the midterm. Follow all directions as indicated. When you have completed the midterm, follow the instructions for submitting the midterm via email as indicated on our class website (see below). Be sure to cut and paste the entire completed midterm to the body of the email message and to attach the document itself to the email. Send by the deadline indicated on the class website (below) for credit. You will have until Friday March 31 at 5:00 pm to submit the midterm as instructed below. No late submissions will be accepted. However, you may email the completed midterm before the deadline.
AFPRL 356-01
Spring 2023
Hunter College
Professor Lázaro Lima
Office: HW 1704
Meeting Date and Time: Monday/Thursday 1:00 – 2:15 p.m.
Location: Hunter West 508
Office Hours: Mondays/Thursdays 2:45-3:35 p.m. and by appointment
Communication: Blackboard e-mail list and course website
Email: [email protected] | [email protected]
Course Website: https://www.lazarolima.com/latinx-lit-356-2023.html
Syllabus (as linked)
Writing Assignment Instructions (as linked)
Final Exam Schedule
FINAL IN PERSON EXAM: Thursday, May 18, 1:45-3:45 pm
Final Exam
The final exam will consist exclusively of a TCI from one of the following texts:
Arthur A. Schomburg's “José Campeche, 1752-1809: A Puerto Rican Painter" (1934), TLR: pages 159-164.
or
Rodolfo Corky Gonzáles' “I Am Joaquín” (1967) (TLR, pgs. 265-279).
or
Gloria Anzaldúa's “How to Tame a Wild Tongue” (1987) TLR (1987).
You will submit a hardcopy of your final exam TCI the day of the final at the beginning of class (Thursday, May 18, 1:45-3:45 pm).
The final exam TCI must be formatted using MLA format, and all the sections must be developed as we have done during the course of the semester.
All sections (the TEXT, the CONTEXT and the INTERPRETATION) must include information that belongs under each of the sections.
There is no maximum number of pages but in order to fully developed each section of the TCI you should accord at least one page perfection using standard 12 point font, and the usual MLA requirements for spacing, margins, etc.)
No email submissions will be accepted. Come to class on the scheduled date and time for our scheduled final exam with a hard copy of your final exam TCI.
Final Project Presentations
As noted previously, your group presentations constitutes your final project. All groups have been emailed their presentation grade along with comments. Students with emails other than Hunter College email addresses may not have received the email. If you didn't receive the email with your group presentation grade and comments, contact your group leader and have them forward it to you.
Additionally, if you missed the final project presentation (for whatever reason), you must contact me so I may offer options for missing your final project presentation. You will get a separate grade than the grade assigned to your group.
Thursday, May 11
0. Today we will begin our presentations. I will select the order of the groups to present once we convene. Follow the prompts below.
1. Submit your presentation format (PowerPoints, Google Pages, links, etc.) to me ([email protected]) before midnight Wednesday, May 10th. This will give me time in the morning to create a page and prepare links so we can start promptly at the beginning of class.
2. If we go over time and a group hasn't had an opportunity to present, we will meet in person on the day of the scheduled final for our class and the class will be present for the presentation/s: Thursday, May 18, 1:45-3:45 pm (see link above for full final exam schedule).
3. Remember: your final exam TCI must be submitted in person on the day of our class final: Thursday, May 18, 1:45-3:45 pm. No exceptions or electronic submissions allowed.
Realia
Student Presentations (received on time)
Monday, May 8
0. Workshop for group presentations. Today you will complete organizing for your group presentations by focusing on steps 3-5 (see below). You should come with any questions you have about your presentations. All final presentations will be held this coming Thursday, May 11. PLEASE time your presentations and prepare all materials BEFOREHAND. Any PowerPoint Presentations, etc., must be sent to me via email in advance of Thursday's class via email.
1. The group leader will hand in a hardcopy of the topic and the names of your group members. (Remember, some students joined other groups so bring an updated list.)
2. The group will have a clearly defined plan for their presentation including format (PowerPoint, etc.).
Instructions
1 Pick a keyword topic
2 Develop a definition of the meaning of the keyword
3 Identify text or texts that correspond with the keyword
4 Provide examples from the texts you have chosen that the meaning of the keyword
5 Organize your presentation accordingly
Thursday, May 4
0. We will complete our analysis and discussion of Anzaldúa and have a workshop class on 1) group presentations, and 2) final projects.
1. Gloria Anzaldúa, “How to Tame a Wild Tongue,” TLR (1987). Be prepared to answer the prompts noted from Monday's class (see below).
2. Group presentations. As indicated in the syllabus, "students will be assigned presentation topics that will add depth to the texts, themes and topics studied in the course. Presentations are timed and will last approximately 6-8 minutes (additional minutes will be allotted for questions and discussion). Since select information from each presentation may appear on examinations, it is to your benefit, and that of your classmates, to 1) explain your topic cogently and clearly to the class, and 2) to provide a presentation handout on the date of your presentation. I encourage students to meet with me in person or virtually prior to assigned presentations."
The presentation topics are based on keywords listed below:
National Pedagogies -
Historical Memory/Historical Amnesia -
Cultural Appropriation –
Manifest Destiny –
Feminism -
Racial Passing -
Today you will get into assigned groups. Each group will pick a keyword and then build a presentation topic based on the texts we have studied during the semester. If a group can't pick a topic, I will assign the topic to the group. The group will then explain how the keyword relates to the text or texts they have chosen. Each group member is responsible for contributing equally in whatever fashion the group decides is best to complete the presentation successfully. The assigned groups:
Group 1
Zara Al-badeh
Afra Annan
Jhonathan Ayala
Gabriela Barahona
Group 2
Elizabeth Barrett
Cristian Bassas
Juleidy Cabreja
Gabriela Desillas
Group 3
Kimberly Diaz
Michelle Fernandez
Kristina Gilot
Morgan LaMour
Group 4
Jazmin Leon Alarcon
Sariah Lewis
Tai Lopez
Ulysses Lopez Cadena
Group 5
Jaylene Martinez
Victoria Negron
Kamilah Newton
Gabriela Pina Garcia
Robinson Pintado
Group 6
John Ponce
Athena Robles
Angel Tafoya
Katherine Tenesaca
Instructions
1 Pick a keyword topic
2 Develop a definition of the meaning of the keyword
3 Identify text or texts that correspond with the keyword
4 Provide examples from the texts you have chosen that the meaning of the keyword
5 Organize your presentation accordingly
Final Projects
The presentation will serve as the basis of your final project. The final project may consist of a story board, a PowerPoint Presentation, a video of your presentation, or any other media you decide to use. It is expected that the feedback provided to your group will be incorporated into the final project.
Final Exam
The final exam will consist of TCI of one of the following texts:
Arthur A. Schomburg's “José Campeche, 1752-1809: A Puerto Rican Painter" (1934), TLR: pages 159-164.
Rodolfo Corky Gonzáles' “I Am Joaquín” (1967) (TLR, pgs. 265-279).
Gloria Anzaldúa, “How to Tame a Wild Tongue” (1987) TLR (1987).
You are free to use the linked TCI Analysis Template Worksheet to complete this component of the course. The linked worksheet summarizes the steps required for analyzing visual and other arts.
Monday, May 1 Change in Office Hours Today: 5:30-7:00 pm
0. By now you should be able to describe orally and in writing how "the epic" as an art form is related to and modified by Rodolfo Corky Gonzáles' epic poem “I Am Joaquín”. What are the characteristics of the epic? What characteristics does RCG change and build upon? Today we begin the final topic of the course, "Latinx Sexualities". Also note the final exam date and time for our class (as linked here and above)
1. Gloria Anzaldúa, “How to Tame a Wild Tongue,” TLR (1987). Be prepared to answer the following prompts.
In literary studies determining a text's genre is important because it allows us to interpret the text with greater clarity. What literary genre does Anzaldúa's “How to Tame a Wild Tongue” belong to? Be prepared to provide evidence for your answers.
What is the explicit purpose of the text?
Be prepared to discuss Anzaldua's rhetorical strategies. For example, what are the central metaphors she uses to convey her explicit purpose?
For Anzaldúa, how is language both liberating and confining? Provide examples.
Anzaldúa uses the term "switch codes"(code-switching) to describe the varieties of languages she speaks. Are there situations in your life were you code-switch? Why and for what purpose?
2. Amanda Gorman, “The Hill We Climb” (2021, as linked). Analyze Gorman's poem in relation to Anzaldúa's quest for freedom.
Keywords
Feminism -
Intersectionality - "Put simply, intersectionality is the concept that all oppression is linked. More explicitly, the Oxford Dictionary defines intersectionality as “the interconnected nature of social categorisations such as race, class, and gender, regarded as creating overlapping and interdependent systems of discrimination or disadvantage”. Intersectionality is the acknowledgement that everyone has their own unique experiences of discrimination and oppression and we must consider everything and anything that can marginalise people – gender, race, class, sexual orientation, physical ability, etc. First coined by Professor Kimberlé Crenshaw back in 1989, intersectionality was added to the Oxford Dictionary in 2015 with its importance increasingly being recognised in the world of women’s rights." From Bridie Taylor, "Intersectionality 101" (as linked)
"The Personal Is Political" - The phrase "The Personal Is Political" became a rallying cry for second generation feminists ("second wave feminists") who no longer trusted the State and its institutions to secure freedoms and ensure equality for women. The term itself gained popularity as a result of feminist writer Carol Hanisch's essay, "The Personal is Political" (1970). However, Black, Chicana/Latina and Indigenous women became disenchanted with the preoccupations of white feminists because feminism wasn't tackling its own entrenched racism and class-based normative structures (e.g., middle class values such as "appropriate" behavior, upward mobility through education, behaving like a "woman", etc.), because of its emphasis on the individual rather than the collective. For example, while white middle- and upper-class women began attending college and universities in droves after the Civil Rights Act of 1964, Black, Latina and Indigenous woman rarely had the support of family and institutions to do the same. The term "Third World Feminisms" began to emerge in response to these blinders.
Realia
Star Wars opening "Proem" or "Invocation" (as linked)
LIBRE is an organization funded by the ultra-conservative Koch foundation geared to converting "Latinos" toward a GOP-centric and Libertarian world view. The LIBRE Initiative named a George W. Bush administration alum its new CEO as the group eyes growing its reach with Latinos. This AXIOS graphic shows how LIBRE and other groups are influencing Latino politics.
Thursday, April 27
0. By now you should have the TCI on Schomburg prepared. It will be part of the final project and/or final exam. Also, please submit your essay revisions today along with the original which includes my written edits/corrections/suggestions.
1. Complete discussion of Rodolfo Corky Gonzáles' epic poem “I Am Joaquín” (TLR, pgs. 265-279). As is customery, familiarize yourself with the intro to Gonzalés' life and works before reading this historical poem. Prompts:
We discussed that “I Am Joaquín” is structured like an epic poem. All epic poems begins with an "invocation" (sometimes called a "proem" or a "preface") and continues through sections were the hero confronts and survives adversity. Reread the poem and:
1. Be able to distinguish between the sections we discussed (the invocation, and the colonial period) and the subsequent sections as Joaquín "travels" through the history (the Chicanx peoples' epic quest for freedom).
2. Look up historical references that you are not familiar with.
3. Be able to describe how in this epic poem "CONTEXT" is so important.
Keywords
Epic Poetry/Epic Poem - Research this poetic form and familiarize yourself with the Epic of Gilgamesh; oldest and first documented ever written story ever committed to writing. Consider, for example, how Star Wars is an epic poem with a clear hero, clear villain, significant quest, etc.
Chicano/Chicana/Chicanx - People of Mexican American ancestry in the United States. Unlike the term "Mexican American", these identity terms signal political identity that refuses assimilation -- the "hyphen" between Mexican and American.
Elfego Vaca -
"Los tres" / Diego Rivera, José Orozco, David Siqueiros -
Frida Kahlo -
Realia
Star Wars opening "Proem" or "Invocation" (as linked)
LIBRE is a Koch backed organization geared to converting "Latinos" toward GOP and Libertarian world view. The LIBRE Initiative named a George W. Bush administration alum its new CEO as the group eyes growing its reach with Latinos. This AXIOS graphic shows how LIBRE and other groups are influencing Latino politics.
Monday, April 24
Announcement: My regular email has been restored. Use the email listed above.
0. Today we begin a new topic, "From the Chicano Liberation Movement to #BLM." Prior to coming to class, view the video as linked below and be prepped to discuss then assigned poem.
1. View the documentary, Chicano! History of the Mexican American Civil Rights Movement (1996) [as linked]. Be prepared to discuss the context offered in this important documentary for our analysis of Gonzáles' “I Am Joaquín”.
What were the goals of the Chicano Civil Rights movement?
Describe the Chicano leadership styles associated with Gonzales v. Reis López Tijerina.
Why was Reis López Tijerina invoking the Treaty of Gualdaupe Hidalgo?
Why was Tijerina's mission to take over territories?
How did Chicana feminism emerge?
How did the Chicano Moratorium end the optimism of the Chicano Civil Rights Movement?
2. Read and be prepared to discus Rodolfo Corky Gonzáles' epic poem “I Am Joaquín” (TLR, pgs. 265-279). As is customery, familiarize yourself with the intro to Gonzalés' life and works before reading this historical poem.
Be prepared to discuss:
Who does Joaquín represent?
Who are the historical figures referenced in the poem? (Research and be prepared to list examples when called upon; the documentary Chicano! below will help.)
Keywords
Ruben Salazar -
The Chicano Moratorium -
The Crusade for Justice -
New Mexico incorporation -
Thursday, April 20, 2023
Announcement: My Hunter email is blocked due to exceeding space limitations. The AV department is helping to correct this. If you have a pressing matter that can't wait 24 hrs. email me at [email protected].
0. If you received your corrected essays on Monday, you have until this coming Monday to submit the rewrites.
1. Today we will complete our discussion of Arthur A. Schomburg's “José Campeche, 1752-1809: A Puerto Rican Painter" (1934), TLR: pages 159-164.
2. QUIZ ALERT. We will have a quiz on Monday. The quiz focuses on 1) Arthur A. Schomburg's essay, and 2) on Monday's lecture about Schomburg. (No make-ups allowed for absentees.)
Monday, April 17, 2023
Announcement: By now everyone who submitted the midterm when it was due has received their grade, along with related comments, suggestions, and (if required) requested edits for resubmission. If you were asked to resubmit, the due date is a week from today (on 4/24). If you were asked to meet with me you must do so this week by sending me an email to set up an appointment (either in person or via Zoom).
Announcement: Essay revisions are due today. Please bring the original and staple it to your essay revision.
0. I hope you are having a peaceful spring recess. We will continue our topic today, "Writing the Américas Before and After the ‘American 1898’". Many of you have been absent recently. I recommend that you follow instructions for missed work as noted on the syllabus and as linked here. This is very important: If I've asked you to see me about the last writing assignment you must contact me before submitting you writing revisions. (You will receive your midterm corrections/grades via email.)
1. Arthur A. Schomburg, “José Campeche, 1752-1809: A Puerto Rican Painter" (1934), TLR: pages 159-164. As always complete a TCI of the assigned readings. Guiding questions for today's discussion:
-Who was Arthur A. Schomburg (1874-1938)?
-Who was José Campeche (1752-1809) and why is Schomburg interested in this artist? Provide example in support of your answers from the text along with corresponding page numbers.
-What is the explicit purpose of Shomburg's essay? Provide example in support of your answers from the text along with corresponding page numbers.
-Describe Campeche's boyhood and education. Provide example in support of your answers from the text along with corresponding page numbers.
-According to Schomburg, why was Campeche so sought out and why does he stay in Puerto Rico? Provide example in support of your answers from the text along with corresponding page numbers.
Activity: Lightening round presentation assignment: Pick one image from the Smithsonian Museum below for a lightening round presentation. A lightening round presentation last between 1 and 2 minutes and entails your reaction to the presentation topic. For our purposes, in your lightening round presentation you will address the following questions:
-What is the name of the painting/artwork?
-When was it completed?
-Where is it housed (i.e., the museum's name and location)?
-What artistic period does it reflect (.e.g., Renaissance, Baroque, Enlightenment, etc.)?
-Why did you choose it?
Realia
Arthur A. Schomburg, “In Quest for Juan de Pareja,” Crisis 18 (1927): 153-154; 174.
The Met Exhibit, "Juan de Pareja: Afro-Hispanic Painter" (2023)
Tamara Díaz Calcaño, "José Campeche, the Portraitist of 18th century Puerto Rico" (2022)
Campeche's works at the Museo de Arte de Puerto Rico (as linked)
Monday, April 3
0. We will complete our discussion of Martí's “A Vindication of Cuba,” (1889) TLR (pages 98-104) and begin our analysis of Booker T. Washington's 1898 speech. Your writing assignment/essay corrections
will be returned today.
1. Booker T. Washington, “Speech on National Peace Jubilee on October 16, 1898” (1898). The PDF version of of Booker T. Washington's speech can be found here (as linked). Be sure to research the significance and of Washington's biography and intellectual contributions to Black liberation. Also, be sure you have an understanding of the Spanish American War and its relation to U.S. empire building.
What is "the supreme test" that Washington refers to in his speech?
What is Washington's explicit purpose in this speech?
What literary/rhetorical strategies does Washington use to describe the contributions of Blacks to the U.S. wining the Spanish American War? List at least three and be prepared to discuss them.
In what ways are Martí and Washington similar in their redress of Cuban and Black disenfranchisement respectively?
2. We will discuss the legacies of 1898. Research all the keywords below. Come prepared with knowledge about the Spanish American War and familiarize yourself with the realia before coming to class.
Keywords
"Grito de Lares" -
Foraker Act (Organic Act of 1900) -
Jones Act -
"The White Man's Burden" -
Realia
"School Begins" (1899), Library of Congress and WiKi media
"Uncle Sam offers Stars and Stripes" (1898) -
"Uncle Sam's Burden -- The Philippines, Porto Rico [sic], and Cuba stereograph
Cornelius Rhoads Letter
Cornelius Rhoads, exonerated (NYT)
Cornelius Rhoads, Time Man of the Year
"Gas Masks" reporting form the new Gibralter (PR) and PR soldiers
Writing Assignment Correction Guide
SVO = Subject/Verb/Object problem, or grammatically unclear sentence.
WW = Wrong word. Word used to connote meaning is insufficient for intended purpose.
Hunter College, SPRING RECESS April 4 - Thursday April 13
Thursday, March 30
0. Today we start a new course topic, "Writing the Américas Before and After the ‘American 1898’". As we read the assigned text for this thematic cluster, consider the centrality of war to the development of Latinx forms of resistance to U.S. colonization and related forms of redress. Today you are encouraged to attend the BRESI presentation by Prof. Lorgia García Peña that I have organized. See the attached poster (as linked) for additional information. We expect the auditorium will be full, so please arrive as early as possible if you plan to attend.
1. José Martí, “A Vindication of Cuba,” TLR (1889), pages 98-104.
According to the TLR introduction, what is the significance of Martí's accomplishments?
What is Martí's explicit purpose in writing “A Vindication of Cuba"? (Remember, he's writing an editorial opinion piece to the editors of The Evening Post. What is he trying to redress?)
What stereotypes about Cubans is Martí attempting to counter and why? List at least three and be prepared to discuss them.
What literary/rhetorical strategies does Martí use to counter these stereotypes? (A literary strategy could refer to tone, style, and other rhetorical strategies.) List at least three rhetorical strategies and be prepared to discuss them.
2. Booker T. Washington, “Speech on National Peace Jubilee on October 16, 1898” (1898). The PDF version of of Booker T. Washington's speech can be found here (as linked). Be sure to research the significance and of Washington's biography and intellectual contributions to Black liberation. Also, be sure you have an understanding of the Spanish American War and its relation to U.S. empire building.
What is "the supreme test" that Washington refers to in his speech?
What is Washington's explicit purpose in this speech?
What literary/rhetorical strategies does Washington use to describe the contributions of Blacks to the U.S. wining the Spanish American War? List at least three and be prepared to discuss them.
In what ways are Martí and Washington similar in their redress of Cuban and Black disenfranchisement respectively?
Keywords
The Spanish American War (1898) -
Yellow Journalism -
Cultural Memory/Cultural Amnesia -
Historical Memory -
Stereoscope - a device for viewing a pair of separate images, depicting left-eye and right-eye views of the same scene, as a single three-dimensional image.
Realia
"Uncle Sam's Burden -- The Philippines, Porto Rico [sic], and Cuba stereograph
Cornelius Rhoads Letter
Cornelius Rhoads, exonerated (NYT)
Cornelius Rhoads, Time Man of the Year
"Gas Masks" reporting form the new Gibralter (PR) and PR soldiers
Monday, March 27
0. Today we will discuss any remaining questions pertaining to Didion and MARB's texts and review for the midterm exam. Sections 2 and 3 of the midterm exam are listed below. You are free and encouraged to start answering these sections prior to meeting today. The midterm is due March 31st at 5:00 pm. (This is an extension to the previous March 30the deadline.) No exceptions. The deadline is final but you are free to send the midterm before the submission deadline. Instructions for submission of the midterm are listed below.
1. Midterm discussion and prep. The midterm has three sections as noted below.
Section I. Come prepared with 10 of the keywords that you think are central to understanding the course thus far. You will explain why you believe the keywords you've chosen are important for understanding the course goals.
Section II. Short Answers. Pick two authors and their corresponding texts from the options below. You will answer fully and in complete sentences two of the questions listed for each of the two texts below that you have chosen. (You may not repeat authors/texts in sections II and II. For example, if you pick MARB as on of your chosen authors/texts in section II, you may not do the TCI on MARB. You would pick another author/text).
1. Myriam Gurba, “Pendeja, You Ain’t Steinbeck: My Bronca with Fake-Ass Social Justice Literature,” Tropics of Meta (2019). Answer two.
-Why is the controversy surrounding American Dirt related to "canonicity"? Provide examples.
-What examples does Gurba use in her essay to attack Jeannine Cummins as well American Dirt?
-Describe Gurba's writing style in this essay. Provide examples.
2. Toni Morrison, “Recitatif” (1983). Answer two.
-What are the major themes and topics that Morrison introduces in his story? (List examples)
-Why do you think that Morrison uses a musical composition (the "recitatif") as the title to this short story?
-Be prepared to discuss ethnic and racial markers in the story. (Provide at least three examples).
-What is the central problem that Toni Morrison's "Recitatif" attempts to address and how is it related to Roberta and Twyla's racial ambiguity? (List examples)
-In music, when sections of a musical composition transition into another motif they are called "movements." List the five "movements" in Toni Morrison's story and indicate what they have in common.
3. María Amparo Ruiz de Burton, first two chapters of the novel The Squatter and the Don as listed on TLR. (Chapter One "Squatter Darrell Reviews the Past" and Chapter Two, "The Don's View of the Treaty of Guadalupe Hidalgo". Answer two.
-What is the central conflict introduced in the first two chapters of MARB's novel, The Squatter and the Don? (List examples)
-Describe the history of how the novel was "discovered." (List examples)
-How are the Alamars described? (List examples)
-How are the squatters described? (List examples)
-To whom (what audiences) is MARB interested in reaching? Whose "gaze" dominates her narrative?
4. Percival Everett “The Appropriation of Cultures” (1996). Answer two.
-How does Daniel subvert the meaning of the song "Dixie"? (List examples from the text including passages and page numbers.)
-Why does Daniel subvert the symbols of racism and White Nationalism throughout the story? (List examples from the text including passages and page numbers.)
-What are the primary literary devices that drive the story (e.g., metaphor, metonymy, irony, symbolism, etc.)?
Section III. TCI chose one of the following texts to analyze using the the TCI Analysis Template for the formal analysis of works:
Joan Didion, “Notes from a Native Daughter” from Slouching Toward Bethlehem (1990),
María Amparo Ruiz de Burton' s assigned chapters from The Squatter and the Don (1885),
Percival Everett's “The Appropriation of Cultures” (1996),
or Richard Rodríguez's "Aria" from Hunger of Memory: The Education of Richard Rodriguez (1982)
Midterm Instructions
1. You will have until Friday March 31 at 5:00 pm to submit the midterm as instructed below via-email to [email protected]. Only use this email to submit the midterm. Do not use this email for communicating with me as this is a shared inbox ONLY for the submission of work. If you have questions, use the email listed on the syllabus ([email protected]).
2. Email subject line. The email subject line must list your LAST NAME (SURNAME) and the COURSE NUMBER (AFPRL 356).
3. Copy yourself on the email ("CC") to ensure the midterm document goes through and that it is readable/viewable. This offers 1) a time-stamp proof of time sent, and 2) helps you ensure that it was sent.
4. As an added precaution, cut-and-paste the completed midterm to the email itself ([email protected]) and send it along with the document. If the attached document is unreadable for some reason, I will still be able to read and correct the email cut-and-paste pasted on to your email.
5. Send only .doc/docx. No PDF, no Pages files, or links to Google docs are allowed as they are difficult to correct/offer feedback or often the link/s require permissions, etc. If you don't have Word.doc/x, simply send the competed midterm as a cut-and-paste to the email itself.
6. All midterms must be received no later than Friday March 31 at 5:00 pm. (You may send the midterm before the deadline if you wish).
Thursday, March 23
1. Joan Didion, “Notes from a Native Daughter” from Slouching Toward Bethlehem (1990). Discussion leaders will answer the individual questions listed below. Their names are designated in bold below next to the question they are responsible for.
-What genre does Didion employ in this text and how is that related to her broader oveure? Give examples. Gabriela Pina García
-For Didion, when does the story of Sacaramento Valley begin? Give examples. Tatiana López
-What is the significance of her claiming ancestry from the Donner Party? Give examples. Jaylene Martínez
-In what ways is the essay an attenpt to answer, Can one ever really go back home? Give examples. Ulysses López Cadena, Sariah Jillian Lewis, John Ponce and Athena Elena Robles
2. Activity. If called upon to do so, all students should be able to reflect on the reading reflections section below:
As you read Didion, consider how her version of California erases "Mexican" California in "Notes from a Native Daughter". Despite this, there are traces of the state's Mexican past in "Notes from a Native Daughter". The thoughtful reader, for example, will note that what Didion calls the "original" and "native" families of Sacramento, are not "native" to California at all.
What examples, traces, and ghostly hauntings of Mexican California do you note in this text? We will analyze in class how this example of both "national pedagogies" and "historical/cultural amnesia" has further perpetuated the erasure of Latinx life and history from the state and the country.
How would MARB or Rodriguez or Morrison react to these erasures? What would they say? I really want to hear your opinions about this so come prepared.
Realia
Textbook Our Latin American Neighbors (1941) and review (note this as an example of "National Pedagogies"). Related textbooks
Didion interview on writing
MIDTERM EXAM PREPERATION
The midterm has been postponed until Thursday, March 30 (see extension listed above). We will discuss the midterm exam structure today.
Part I Short definitions of keyword and an example from texts discussed.
to keywords
Part II Answers of questions or prompts from designated texts
Part III TCI of one text
Monday, March 20
0. The formal essay assignment has two components. Part one 1) answering the questions listed for the assignment (it was due last Thursday, 3/16); and part 2) the final completed essay where you develop your responses from the questions you answered (this part is due Thursday 3/23). Today is your last chance to hand in the hardcopy questions for essay one (part one).
If you already submitted the essay early, you still have to hand in the answers to part one. (Again, the assignment is a two step process). As indicated in the instructions, the assignment must be submitted and printed via hardcopy (no looseleaf permitted or via email).
Moving forward, no looseleaf homework is permitted. All assignments must be submitted in person and via printed hardcopy (e.g., Word doc., etc.).
1. Complete discussion of MARB's The Squatter and the Don (TLR). Be prepared to discuss the questions listed below for March 16th.
2. Joan Didion, “Notes from a Native Daughter” from Slouching Toward Bethlehem (1990). DISCUSSION LEADERS: last names ending from A-M.
-What genre does Didion employ in this text and how is that related to her broader oveure? Give examples.
-For Didion, when does the story of Sacaramento Valley begin? Give examples.
-What is the significance of her claiming ancestry from the Donner Party? Give examples.
-In what ways is the essay an attenpt to answer, Can one ever really go back home? Give examples.
3. DISCUSSION LEADERS: last names ending from N-Z.
As you read Didion, consider how her version of California erases "Mexican" California in "Notes from a Native Daughter". Despite this, there are traces of the state's Mexican past in "Notes from a Native Daughter". The thoughtful reader, for example, will note that what Didion calls the "original" and "native" families of Sacramento, are not "native" to California at all. What examples, traces, and ghostly hauntings of Mexican California do you note in this text? We will analyze in class how this example of both "national pedagogies" and "historical/cultural amnesia" has further perpetuated the erasure of Latinx life and history from the state and the country. How would MARB or Rodriguez or Morrison react to these erasures? What would they say? I really want to hear your opinions about this so come prepared.
Realia (from last week)
Textbook Our Latin American Neighbors (1941) and review (note this as an example of "National Pedagogies"). Related textbooks
Didion interview on writing
Photos of Didion and MARB photo and bio sketch
Thursday, March 16
0. We will meet in person today. We will quickly review Everett's short story and compare it to both Rodriguez and Morrison's texts. After doing so we will begin a new topic: "Foundling Fictions: Assimilation, Racial Passing, and “American” Cultural Amnesia." If you have any questions, we'll spend some time discussing the first formal writing assignment. I've added additional prompts to help you start your writing assignment here. I will collect these when we meet on Thursday, March 16.
1. María Amparo Ruiz de Burton (“MARB”), read the first two chapters of the novel The Squatter and the Don as listed on TLR (or as linked on this website) [ONLY READ: Chapter One "Squatter Darrell Reviews the Past" and Chapter Two, "The Don's View of the Treaty of Guadalupe Hidalgo"]
-What is the central conflict introduced in the first two chapters of MARB's novel, The Squatter and the Don?
-Describe the history of how the novel was "discovered."
-How are the Alamars described?
-How are the squatters described?
-To whom (what audiences) is MARB interested in reaching? Whose "gaze" dominates her narrative? All students are expected to contribute by answering these questions in groups or if called upon to do so.
Keywords [Research the following keyword below]
Racial Passing -
The Myth of Atzlán -
The Myth of the "Spanish" Southwest - Read page 19 in this essay and be able to identify the meaning of this term.
Realia
Cartoons and newspapers
MARB photo and bio sketch
California Land Act of 1851
Leland Stanford and the Transcontinental Railroad
Maps of major railroads
Chinese Exclusion Act 1882
1860s anti-immigration visual realia
Political map of US 1856
Monday, March 13 CLASS CANCELLED
0. Due to surgery, today our class will be held via Zoom. Please use the Zoom link below which will also be sent via Blackboard email. We will quickly review Everett's short story and compare it to both Rodriguez and Morrison's texts. After doing so we will begin a new topic: "Foundling Fictions: Assimilation, Racial Passing, and “American” Cultural Amnesia." If you have any questions, we'll spend some time discussing the first formal writing assignment. I've added additional prompts to help you start your writing assignment here. I will collect these when we meet on Thursday, March 16.
For those who have questions, we will also discuss the upcoming writing assignment (but in the meantime, follow the prompts for the writing assignment as listed below).
1. María Amparo Ruiz de Burton (“MARB”), read the first two chapters of the novel The Squatter and the Don as listed on TLR (or as linked on this website) [ONLY READ: Chapter One "Squatter Darrell Reviews the Past" and Chapter Two, "The Don's View of the Treaty of Guadalupe Hidalgo"]
-What is the central conflict introduced in the first two chapters of MARB's novel, The Squatter and the Don?
-Describe the history of how the novel was "discovered."
-How are the Alamos described?
-How are the squatters described?
-To whom (what audiences) is MARB interested in reaching? Whose "gaze" dominates her narrative? All students are expected to contribute by answering these questions in groups or if called upon to do so.
Keywords [Research the following keyword below]
Racial Passing -
The Myth of Atzlán -
The Myth of the "Spanish" Southwest - Read page 19 in this essay and be able to identify the meaning of this term.
Zoom link for class today:
https://us02web.zoom.us/j/4577736053
Thursday, March 9
0. We will tie up any loose threads related to Morrison's "Recitatif" (1983) before analyzing Percival Everett's “The Appropriation of Cultures” (1996). We will also discuss the first formal writing assignment (see below).
1.Percival Everett “The Appropriation of Cultures” (1996). Before reading the short story research the author. Then proceed with the following:
-Research the meaning of the song "Dixie" in relation to U.S. history.
-Research the confederate flag controversies as linked here and here. What is at stake in the battle over which version of the past needs memorialization?
-How does Daniel subvert the meaning of the song "Dixie"? (List examples from the text including passages and page numbers.)
-Why does Daniel subvert the symbols of racism and White Nationalism throughout the story? (List examples from the text including passages and page numbers.)
-What are the primary literary devices that drive the story (e.g., metaphor, metonymy, irony, symbolism, etc.)?
2. Be prepared to discuss how Everett, Morrison, and Rodriguez each envision "redress." First, identify the problem/s that each identify in their respective assigned texts, and them be prepared to discuss how each envisions redress.
Keywords [A usual, research the meaning of the terms below before coming to class.]
Cultural Appropriation -
"Dixie" (confederate song) -
"Dog whistle" -
Historical Supplement - In race and ethnic studies it refers to that which falls outside the historical ability to understand its full meaning even though it continues to animate historical, cultural, and political strife. "Racism", for example, serves as an historical supplement because our relationship and understanding of the term is always conditioned by those who have the power to "accurately" represent the past in our present. That is Morrison's point in "Recitatif". The figure of Maggie -- like a ghost -- continues to reappear over and over again in the story as an "historical supplement" that both unites and repels Twyla and Roberta. They simply can't come to terms with who abused Maggie and, much less, why someone so weak was such an easy target for even the most destitute -- the abandoned children at St. Bonny's.
Parody - An imitation of the style of a particular writer, artist, or genre with deliberate exaggeration for comic effect.
Satire - Refers to the use of humor, irony, exaggeration, or ridicule to expose and criticize people's stupidity or vices, particularly in the context of contemporary politics and other relevant issues.
Rhetorical Devices -
Addenda
Jensen Interceptor
Martin Guitar and 1940 Martin guitar
Rhetorical devices -
Formal Writing Assignment 1
Your first formal writing assignment is due on March 23. The essay question you will answer in essay form (which we will discuss today) is related to the topic of "color," literally and figuratively, in one of the following writers and the respective texts we have studied: Morrison's "Recitatif", or Rodriguez's "Aria". Instructions:
Content
In your essay you will:
1. Identify three instances of the appearance of "color", literally or figuratively, in the text you have chosen. You will list these three instances of color in the introduction to your easy, in the first paragraph of your essay.
2. After doing so, you will analyze one of the three instances of color that you identified in your opening paragraph in order to explain why you believe the use of the color you've chosen is significant in the text you've chosen.
Form
1. All submission must be hardcopy as document (no PDFs allowed), 12-point Times Font, double-spaced, normal margins (one inch on top and on the sides), and between 400-500 words, and MLA Format (no cover page). (Note: one page = ~250 words, not counting heading or titles).
Monday, March 6
0. We will discuss Morrison's short story “Recitatif” (1983) and compare how her strategies for redress differ in quality (impact) and form (style) from Rodriguez's work.
1. Toni Morrison, “Recitatif” (1983). Read and be prepared to discuss the story following TCI method. We discussed last class how a "recitatif" is a movement between one musical topic or theme in a single composition. The first movement concerns St. Bonny's and relates how and where Roberta and Twyla first meet.
-Identify, What are the other "movements" in the story where Roberta and Twyla meet again throughout their lives? (Hint, there are five.) List the the other four "movements" in Toni Morrison's story and indicate how each movement stages different topics/themes.
-What are the major themes and topics that Morrison introduces in his story?
-Why do you think that Morrison uses a musical composition (the "recitatif") as the title to this short story?
-Be prepared to discuss ethnic and racial markers in the story (provide examples).
-What is the central problem that Toni Morrison's "Recitatif" attempts to address and how is it related to Roberta and Twyla's racial ambiguity?
-In music, when sections of a musical composition transition into another motif they are called "movements." List the five "movements" in Toni Morrison's story and indicate what they have in common.
Realia
Explanation by Leonard Bernstein (as linked)
Sza, "Kill Bill" (2022) - As a warmup to discussing “Recitatif," we'll discuss the "movements" in Sza's song. (Lyrics as linked).
Addenda
For our discussion today, note that a "recitative" (or in French, "Récitatif") advances the action of an opera or oratorio. For Morrison, the Recitatif is a way to talk about the "opera" that is American race relations. Whereas in opera the "aria" provides insight into the emotional state of the individual singer, Morrison is interested the bigger historical picture as experienced by two girls as they grow into adulthood. Both Rodriguez and Morrison use these terms from music studies to underscore their respective points of view; one individual and the other collective.
Thursday, March 2
0. We will complete our discussion of Rodriguez's "Aria," and then proceed to analyze and discuss Toni Morisson's short story “Recitatif” (1983). As you compare these two writers, consider how Rodriguez and Morrison differ in how they approach questions of race, education, belonging, language and redress. Discussion leaders will answer the questions/prompts and submit their responses before the start of class.
1. Toni Morrison's short story, “Recitatif” (1983). The "discussion leaders" below are asked to guide the conversation by answering the prompts below. Obviously, all students must do the readings and respond to the questions/prompts but the discussion leaders will be called on to do so specifically (think of this as an oral presentation the discussion leaders will turn in their answers to the questions/prompts below at the beginning of class. Before responding to the questions, you should research the origins of bilingual education (see links below). Today's discussion leaders: Students whose last names begin with K through Z. Prompts/questions:
-Research the meaning of the title. What does it mean?
-Why do you think that Morrison uses a musical composition (the "recitatif") as the title to this short story?
-Be prepared to discuss ethnic and racial markers in the story (provide examples).
-What is the central problem that Toni Morrison's "Recitatif" attempts to address and how is it related to Roberta and Twyla's racial ambiguity?
-In music, when sections of a musical composition transition into another motif they are called "movements." List the five "movements" in Toni Morrison's story and indicate what they have in common.
Keywords
Ethnic and racial markers - Anything that points to a person's race or ethnicity without directly naming their race and/or ethnicity. Ethnic and racial markers sometimes rely on stereotypes but not always.
Recitatif -
Realia
See the Toni Morrison novels that are currently being banned (as linked)
Toni Morrison's books Time and NYT (as linked)
National pedagogies -
CRT Video 1
Richard Rodriguez interview from An American Life (2017) 4:40-7:00
Monday, February 27
0. What's history got to do with Latinx literature? What are the themes and topics that Black and Latinx writers have taken up in order to redress cultural, social, educational, and political marginalization? What have Black and Latinx authors identified in need of redress? These are the questions we will engage in this unit, "Comparative 'American' Literary Histories and the Decolonization of the Curriculum." Be sure to familiarize yourself with Rodriguez and Morrison's biographies (see links under realia section below).
"Comparative 'American' Literary Histories and the Decolonization of the Curriculum."
1. Richard Rodríguez, “Aria” TLR. "Aria" is a chapter from Richard Rodriguez's memoir, Hunger of Memory: The Education of Richard Rodriguez (1982). The "discussion leaders" below are asked to guide the conversation by answering the prompts below. Obviously, all students must do the readings and respond to the questions/prompts but the discussion leaders will be called on to do so specifically (think of this as an oral presentation). Discussion leaders will turn in their answers to the questions/prompts below at the beggining of class. Before responding to the questions, you should research the origins of bilingual education (see links below). Today's discussion leaders: Students with last names from A through J.
What Rodriguez's explicit purpose for writing "Aria"?
What are the central metaphors and symbols that appear in this text?
What is his relationship to his father?
What distinctions does he make regarding public and private life?
Why is Rodríguez so against bilingual education? How do you feel about this?
2. We will discuss the backdrop to Toni Morrison's short story, “Recitatif” (1983) and on Thursday's class we will anlyze the text. For today's introduction to Morrison's text, you should know that one of the major themes of “Recitatif” (1983) involves revisiting American history at mid-century and the importance of education; especially the question of desegregation.The story borrows from real-life events in NY state over desegregation. See and research this example: Desegregation in Long Island (1960s). Familiarize yourself with the realia below and prepare to focus your discussion on educational equity in Morrison's short story.
For background, review the images of school protest over desegregation - Images of Little Rock, AK protests (1959); Ruby Bridges (1960); crowd protesting arrival of 6 year old Ruby Bridges to William Frantz Elementary School in New Orleans (1960); documentary images, Tulane University archives; Montgomery, Alabama (1963); Little Rock 9, Dorthy Counts (1957); Eckford and Bryan (1957)
Keywords
Redress - In ethnic studies the term means to repair or set right that which has been broken; to seek justice over an unjust system. Consider: How have the Latinx authors discussed thus far attempted to "redress" the historical events into which they lived through?
Memoir - How is this literary genre different from other genres such as biography?
National Pedagogies - In the academic fields of race and ethnic studies, the term refers to the stories a nation tells itself about itself through "cultural industries." Cultural industries refers to both the formal means (e.g., educational, legal, religious, etc.), as well as informal means (media, movies, TV, Twitter, etc.) through which we are "teach" about what is and what isn't "truly American." National pedagogies are powerful narratives ("stories") that saturate the culture and help solidify social, political, cultural and legal understandings of what is right v. what is wrong, what is lawful v. what is unlawful, who is human v. and who is less than human, etc. The Lone Ranger television show that we discussed is an example of a "national pedagogy" that represents the cowboy as the "true American" and in so doing "teaches" us that the outsiders and criminals are Mexicans/Mexican Americans, Spanish speakers in the U.S., Indigenous populations, and other ethnically and racially marked people in the the nation.
Desegregation -
Bilingual Education -
Ruby Bridges -
Realia
Sample Short TCI Analysis Template (as linked). When doing an analysis and interpretation of a literary text (or an art historical text), you should follow the steps outlined in the attached template.
First Assignment Correction Key (as linked)
Toni Morrison - Bio
Richard Rodriguez - Bio
Thursday, February 23
0. Today we'll complete our discussion of Gurba's essay, “Pendeja, You Ain’t Steinbeck: My Bronca with Fake-Ass Social Justice Literature,” Tropics of Meta (2019), and link her analysis to the conversation we had with Prof. Colbert.
1. We will conduct our first in-class writing assignment. The assignment is a "reflection," meaning you will rely solely on your previous reading, and analysis of the text you chose, as well as our class discussions to provide your answer to the chosen question/prompt below. You will pick only one of the prompts below and write your response to the prompt in class. The assignment will be timed and last no more than 20 minutes from start to finish. (Be sure to bring a pencil/pen; a bluebook will be provided).
Question/Prompt 1: How does the "Ballad of Gregorio Cortez" rewrite the official version of events which depicted Cortez as an outlaw? List three examples from the corrido/border ballad that portrays Cortez as a hero rather than as a criminal.
Question/Prompt 2: Why is Myriam Gurba intent on redressing the story of Mexicans and im/migration that is represented in the novel American Dirt? List three examples from Gurba's essay in support of your answer.
Tuesday, February 21 WE WILL MEET AT A DIFFERENT LOCATION TODAY. SEE DETAILS BELOW.
0. NOTE: Hunter College classes on Tuesday, February 21, follow a MONDAY schedule. We will meet with our invited speaker Prof. Soyica Diggs Colbert during our regularly scheduled class time at the following location:
1. Class today is organized around a "keywords conversation" between Professors Colbert and Lima as well as Lima's students from AFPRL 356 (Latinx Literatures in English). The conversation, titled "Art, Archiving, Freedom, Resistance," centers the work of writer Lorraine Hansberry in relation to other Black and Latinx writers and artists. Please arrive earlier than usual so as not to disrupt our guest's presentation. We will meet at the location below.
Tuesday, February 21, 2023
Location: CENTRO Conference Room | Hunter College East Building, Room 1442
Time: 1:00-2:15
NOTE: Currently the event is oversubscribed and has surpassed the number of available seats (the conference room only accommodates 20 spaces and we have 25 students registered in the course). Consequently, if you chose not to attend you will be formally excused without penalty because of the limited seating. You will still be able to meet Prof. Colbert during her afternoon lecture as that room is much larger (info as linked).
Monday, February 20 College Closed for Presidents Day
Thursday, February 16
0. Today we will complete our discussion of the "Ballad of Gregorio Cortez" and continue with the assigned material below. In addition, we will have a short in-class writing assignment based on the reading below. I will also carve a few minutes to share some of the questions you handed in at the end of class regarding what we should review and/or clarify before proceeding.
1. Harold Augenbaum and Margarita Fernández Olmos, “Latino United States” TLR (pgs. 137-141). All students must complete the readings. Individual students whose last names range from A to N will called on to answer these questions.
-According to the authors, why are the first decades of the 20th c. a period of "ethnic consolidation and what do they mean by this? Provide examples (including page numbers). (pgs. 137-141)
-Why did Latinx writers find it so difficult to publish their literary works? Provide examples.
-According to the authors, why did things begin to change for Latinx writer during the second half of the 20th c.
2. Myriam Gurba, “Pendeja, You Ain’t Steinbeck: My Bronca with Fake-Ass Social Justice Literature,” Tropics of Meta (2019). Review the prompts below before reading the essay by Miriam Gurba and then answer the questions related to the reading. All students must complete the readings. Individual students whose last names range from M to S will be called on to answer these questions.
-Research the Jeanine Cummins controversy about her novel, American Dirt (2019). Describe with examples why this novel was seen as problematic by so many critics.
-Why is the controversy surrounding American Dirt related to "canonicity"? Provide examples.
-What examples does Gurba use in her essay to attack Jeannine Cummins as well American Dirt?
-Describe Gurba's writing style in this essay. Provide examples.
-Do you agree with Gurba's essay? Why or why not.
Keywords [Research the meaning of the keywords below and be able to provide a definition for each. All students must research and provide definitions for keywords. Individual students whose last names range from T to Z will be called on to answer these questions.]
Cultural Appropriation -
Literary Genres - The main literary genres are poetry, fiction, nonfiction, drama, and prose. More recently, performance and other expressive practices have begun to be considered a type of literary genre insofar as they depend on aural, oral, or kinetic narrative structures (i.e., they tell a story through dance, action, visuals, dance, etc., or a combination of all the above). Additionally there are many subgenres. Identify the subgenere below and their distinctions.
The Essay - This is a subgenera of what larger literary genre?
The Novel - This is a subgenera of what larger literary genre?
Realia
List of short articles attacking PR, Black and Latinx history, peoples and culture:
NBC New Miami Online
NBC National News Online
Local 10 News Florida Online
Arturo Domínguez, "El Paso Shooter Admits to Targeting Latinos" Latino Rebels (2023)
El Paso Masacre
Thursday, February 9
0. Last class we discussed two major topics. First, the relation between Canonicity (the literary canon), Periodicity (the historical periods in West and what each considered canonical or exemplary) and Critique (the "critic function" or how literary critics, institutions, and National Pedagogies determine what is assumed to be valuable). Second, how TCI methodology (Text + Context = Interpretation) requires us to scrutinize any text we expect to interpret by following a specific process with rigor and authority. Today we will focus on our first literary test case, “The Ballad of Gregorio Cortez" in the application of TCI methodology. Also, at this point in the semester you should be able to explain how the following periods in the West superseded one another: Classical Antiquity, the Medieval Era, the Renaissance, the Baroque, the Enlightenment, Romanticism, Modernity, Post-Modernity. For example, as discussed in my last lecture, you should be able to explain how the Renaissance began to supersede the Medieval era's religious hegemony after the encounter with "The New World," or how and why the Baroque began to complicate notions of Renaissance symmetry, etc. Finally, recall that each national literary tradition responded differently to these epochs and, consequently, how each had different "literary canons." The Spanish literary canon, for example, would consider Cervantes the greatest Renaissance writer (or "Golden Age" writer as the Spanish called the period), while England would say, you guessed it, that Shakespeare was the greatest writer. The greater point is to understand why the "American" literary canon (that is, the United States' literary canon) has largely ignored, derided, excluded and dismissed Latinx literary and expressive practices.
1. Anonymous, “The Ballad of Gregorio Cortez” TLR (pgs. 132-135). Instructions:
Step 1: Read “The Ballad of Gregorio Cortez" and research who the he was and and any other historical figure in the text. Yes sure you also research any unfamiliar words, importance of dates, etc.
Step 2: Review the "Worksheet for Visual, Literary and Cultural Analysis". We will use the worksheet to interpret the corrido ("border ballad), “The Ballad of Gregorio Cortez.”
Step 3. Conceptual Practice. First, attempt to piece together how "Canonicity, Periodicity and Critique" are related to the interpretation of literary and visual texts. In your own words, describe how the “The Ballad of Gregorio Cortez" fits within this scheme.
Step 4. Application of Concepts. Second, what do you need to know about the Text (“The Ballad of Gregorio Cortez”), and the Context that created it (the historical period), before we can offer an informed interpretation of the text? It's ok if you don't have all the answers, we'll work in-groups in order to complete this exercise.
Each student should bring the "Worksheet for Visual, Literary and Cultural Analysis" and bullet point all relevant information above on the worksheet before coming to class. I will collect the worksheet so be sure to copy your work.
2. Each student should come to class with at least one question describing what topic or theme covered thus far they feel we should delve into with greater detail.
3. Writing assignment. We will discuss our first writing assignment at the conclusion of class.
Realia
Caitlin O’Kane, “Texas Education Officials Proposed Changing ‘Slavery’ to ‘Involuntary Relocation’ When Teaching Second Graders,” CBS News Online (2022)
Laura Isensee, “Why Calling Slaves 'Workers' Is More Than an Editing Error” NPR News Online (2015)
Arts responding to history of Latinx lynching: Ken Gonzáles-Day’s “Erased Lynching Series”
Addenda
At this point in the semester you should be able to explain how the following art historical periods in the West superseded one another: Classical Antiquity, the Medieval Era, the Renaissance, the Baroque, the Enlightenment, Romanticism, Modernity, Post-Modernity. For example, as discussed in my last lecture, you should be able to explain how the Renaissance began to supersede the Medieval era's religious hegemony after the encounter with "The New World," or how and why the Baroque began to complicate notions of Renaissance symmetry, etc.
The dates below are approximate. Different national traditions entered different epochs at different times.The use of temporal markers such as "BCE" and "CE" or "BC" and "AD" in historical analysis is linked below.
Classical Antiquity (800 - 700 BCE - 5th c. 400-500 CE)
the Medieval Era (500s - 1400s CE)
the Renaissance (1400s - 1600s CE)
the Baroque (late 1600s CE)
the Enlightenment (late 1600s - 1700s CE)
Romanticism (1700s - 1800s CE)
Modernity (1800s - 1900s CE)
Post-Modernity (late 1900 - present CE)
Monday, February 6
NOTE: We will meet in class today rather than go to the workshop/lecture indicated on the syllabus.
0. Last week we discussed the historical context and foundations for understanding Latinx literatures. By now you should be able to understand and describe the importance of the Treaty of Guadalupe Hidalgo (TGH) and the articles that dealt with Mexicans and Spanish speakers in conquered territory, the significance of John Calhoun's speech in altering the outcome of the TGH, and how evidence from material culture (Pinturas de casta/Casta Paintings) contradict Calhoun's version of Spanish conceptions of race, ethnicity and indigeneity. We also discussed Manifest Destiny as the ideological and political excuse for the violence caused by westward expansion in the 19th c. as well as how "National Pedagogies" continue to create social, political, and historical erasures. Today we will begin our work using the required text for our class, The Latino Reader: An American Literary Tradition from 1542 to the Present. All students are required to do the reading. Groups of students will help lead the discussion as indicated in the "activity" sections noted below.
1. Harold Augenbaum and Margarita Fernández Olmos, “Introduction: An American Literary Tradition” TLR (pgs. xi-xx)
Activity: Students whose surnames range from A-O will be called upon to lead the discussion. The prompts below will help guide you.
-What is the main thesis of the “Introduction: An American Literary Tradition”?
-What examples do the authors use tu support their argument?
-Why do the authors consider Spanish speakers before 1898 as being precursors to what today we call "Latinos/Latinxs"?
2. Simon Romer, “Lynch Mobs Killed Latinos Across the West. The Fight to Remember These Atrocities is Just Starting” New York Times (2019). This article is linked as either a PDF file or as linked to the source site.
Activity: Students whose surnames range from P-Z will be called upon to lead the discussion. The prompts below will help guide you.
-What is the main thesis of the NYT article, “Lynch Mobs Killed Latinos Across the West. The Fight to Remember These Atrocities is Just Starting”?
-In examples does the article provide of conflicts of interpretation about our National Pedagogies?
-According to the article, whois invested in either remembering or forgetting the history of anti-Latinx lynching?
3. Anonymous, “The Ballad of Gregorio Cortez” TLR (pgs. 132-135)
Review the "Worksheet for Visual, Literary and Cultural Analysis". We will use the worksheet to interpret the corrido ("border ballad), “The Ballad of Gregorio Cortez”. First, attempt to piece together how "Canonicity, Periodicity and Critique" are related to the interpretation of literary and visual texts. Second, what do we need to know about the Text (“The Ballad of Gregorio Cortez”), and the Context that created it, before we can offer an informed interpretation of the text? It's ok if you don't have all the answers, we'll work in-groups in order to complete this exercise.
Keywords
"Manifest Destiny" -
"Corridos"/Border Ballads -
"El corridor de Gregorio Cortez"/The Ballad of Gregorio Cortez" -
Realia
"Los Diablos Tejanos" - [Trigger warning: images of death]
Texas Rangers and Haitians at the Border -
Ken Gonzales-Day from Lynching in the West (2006) and "Erased Lynchings Series"
Thursday, February 2
0. We began class 15 mins. behind schedule on Monday (thank you Subway Line 6) so we will continue our assigned material where we left off. On Monday 1/30 in class we covered 1) the The Treaty of Guadalupe Hidalgo (1848), 2) the Articles from the Treaty that dealt specifically with Mexicans and other Spanish speakers who were to remain in Mexican territories colonized after the U.S. invasion, 3) the concept of "National Pedagogies" and related examples (such as the Lone Ranger television series (1949-1957). The remaining material for today provides the historical backdrop for understanding Latinx literature in the U.S. Time permitting we will also discuss your first writing assignment.
1. John Calhoun, “The Conquest of Mexico" (initially titled, "The Government of a White Race”) (1848)
-According to Calhoun, what was the greatest misfortune to befall Spanish America?
-Why is he against the annexation of Mexican territories? What historical facts does he get wrong?
-Compare his speech to the depictions of racial mixing found in "Pinturas de Casta/"Casta Paintings".
-How do the Pinturas de Casta/Casta Paintings belie Calhoun's assertion regarding how the Spanish treated Amerindians and Blacks?
-Be prepared to identify how proximity to "whiteness" is visually associated with "civilization" and deviations from whiteness as a form "animalization."
Keywords
"Manifest Destiny" -
"Corridos"/Border Ballads -
"El corridor de Gregorio Cortez"/The Ballad of Gregorio Cortez" -
Realia
Worksheet for Visual, Literary and Cultural Analysis - The linked worksheet summarizes the steps required for analyzing literary and visual texts. By the end of class you should be able to understand and explain the various steps required for informed analysis based on evidence from social, historical, and political sources.
Realia
Worksheet for Visual, Literary and Cultural Analysis - The linked worksheet summarizes the steps required for analyzing literary and visual texts. By the end of class you should be able to understand and explain the various steps required for informed analysis based on evidence from social, historical, and political sources.
Maps of Pre- and Post-U.S. -- Mexico War (1846-48)
Leland Stanford and the Transcontinental Railroad
Maps of major railroads
"Los Diablos Tejanos" - [Trigger warning: images of death]
Analysis of John Gast, “American Progress” (1872); Emanuel Leutze, “Westward the Course of Empire Takes Its Way” (1862)
Texas Rangers and Haitians at the Border -
Monday, January 30
Topic: Historical Context for Latino Literatures [Check back for questions, prompts and/or assignments after the conclusion of previous class. For example, after completing class this Monday 1/30, the prompts/questions for Thursday's class would be posted Monday night or the following day.]
1. The Treaty of Guadalupe Hidalgo (1848). Read the introduction and research Articles 8, 9 and 10. Determine why Article 9 was stricken from the ratified version of the Treaty.
2. John Calhoun, “The Conquest of Mexico" (initially titled, "The Government of a White Race”) (1848)
According to Calhoun, what was the greatest misfortune to befall Spanish America? Why is he against the annexation of Mexican territories? What historical facts does he get wrong? Compare his speech to the depictions of racial mixing found in Pinturas de Casta/"Casta Paintings" (see keywords below).
3. View the linked Pinturas de Casta/Casta Paintings and be prepared to identify how proximity to "whiteness" is visually associated with "civilization" and deviations from whiteness as a form "animalization."
Activity
How do the Casta Paintings and their corresponding descriptions belie John Calhoun’s version of Spanish conceptions related to race, freedom, and governance?
Keywords
Dred Scott v. Sandford (1857).
Realia
Time permitting, we will view and discuss the short intro segment to The Lone Ranger (1949-1957) (not the entire episode, just 1-1:25)
Time permitting, we will briefly analyze clips from he film, Ballad of Gregorio Cortez film clip (1982)
(Trigger alert: photo of "Whipped Peter", a formerly enslaved man whose scars became a rallying cry against the brutality of slavery.)
Thomas Jefferson, Notes on the State of Virginia (1781) - "[...] Their griefs are transient [...]"
Thursday, January 26
Topic: Introduction to Latino Literary and Expressive Practices
1. Course Introduction
2. Review of basic terminology in Latino literary studies
3. Critical Cartographies: 1492, 1848, 1898 (review and discussion of pre- and post-US--Mexico War maps)
4. Concepts for Literary Study: Periodicity, Canonicity, and Critique
5. In class viewing of Denice Frohman's poetry-performance "Accents" (2013), and Paola Gonzalez and Karla Gutierrez’s "At the Wall, US/Mexican Border, Texas, 2020" (2020)
Activity
1. What are the major affinities (e.g., themes, topics, styles, etc.) shared by Frohman, and Gonzalez and Gutierrez’s poetic slams?
2. View and discuss the short intro segment to The Lone Ranger (1949-1957) (not the entire episode). In class: Ballad of Gregorio Cortez film clip (1982)"
Keywords
By the end of class you will have an understanding of the following terms:
Periodicity, Canonicity and Critique -
Latino, Latina, Latinx -
National Pedagogies -
TCI Method for Interpreting Texts -
Realia
Toni Morrison interview with Jana Wendt (1998 [6:13 min. video])
Poetry, fiction, nonfiction, drama, and prose are the five main genres of literature. Writers can then further categorize their literature into subgenres.
Midterm Exam (as linked). Do not alter the structure of the midterm. Follow all directions as indicated. When you have completed the midterm, follow the instructions for submitting the midterm via email as indicated on our class website (see below). Be sure to cut and paste the entire completed midterm to the body of the email message and to attach the document itself to the email. Send by the deadline indicated on the class website (below) for credit. You will have until Friday March 31 at 5:00 pm to submit the midterm as instructed below. No late submissions will be accepted. However, you may email the completed midterm before the deadline.