¡Viva la raza!

Constructions of Hispanic Identity

 

 

 

 

 

 

spanish 465

spring 2002

prof. sebastiaan faber

mwf 3:30-4:20

peters 302

salvador roberto torres, “viva la raza! long live humanity!” (1979)


 

español 465

¥ construcciones de identidad hispánica ¥

primavera 2002

 

Office:              404 Peters; tel. x8189

Off.hrs.:           Mon & Wed 12:30-1:30; or by appt.

Messages:       The fastest and most efficient way to contact me is via email: <Sebastiaan.Faber @ oberlin.edu>. You can also leave a message with Blanche Villar at x8185, or stick a written note in my box in 301 Peters.

 

Textos:

·         Jorge J.E. Gracia. Hispanic/Latino Identity: A Philosophical Perspective. Malden MA: Blackwell, 2000.

·         Ilan Stavans. The Hispanic Condition: The Power of a People. 2a ed. New York: Rayo, 2001.

·         Luis Valdez. Zoot Suit and Other Plays. Houston, TX: Arte Público Press, 1992.

·         Gloria Anzaldúa. Borderlands/La Frontera: The New Mestiza. 2a ed. Intr. Sonia Saldívar-Hull. San Francisco: Aunt Lute Books, 1999.

·         Richard Rodríguez. Hunger of Memory. The Education of Richard Rodríguez. New York: Bantam Books, 1983.

·         Class Reader (to be distributed in parts), $ 25.00 (to be paid to Blanche Villar)

                                                                       

Course description:

The breakdown of the Spanish empire in the first two decades of the nineteenth century had a curious side-effect: the emergence of the idea of a specific cultural identity shared by all speakers of Spanish. In this course we will see how Spaniards, Latin-Americans and Latinos in the U.S. have defined this identity over the past 180 years, and for what political projects it has been mobilized. While also taking into account the definitions of differentiated identities within the Spanish-speaking world, we will specifically analyze different attempts at the definition of a Pan-Hispanic identity. and see what elements these --many times conflicting-- definitions may have in common. Often, for instance, Pan-Hispanic, Latin-American, and Latino cultural identity has been based on a notion of raza that derives its meaning in part from its opposition to a “materialist” Anglo-Saxon identity experienced as oppressive, but ultimately considered inferior. This idea of raza is invoked by Spanish liberals and conservatives at the turn of the century, Mexican intellectual José Vasconcelos in the 1920s, and Spanish fascism in the 1930s, 40s, and 50s; it is also central to the Chicano movement in the 1960s and 70s. Through a close study of these different forms of “identity politics,” we will try to determine what these widely different discourses can possibly have in common.

The primary materials studied will include essay, fiction, poetry, and film from Spain, Latin America, and the U.S., in addition to a wide selection of secondary materials in both Spanish and English. Overall, this course has three main objectives. In the first place it aims to gain a more profound understanding of the different constructions of Hispanic identity since Latin-American independence; their historical and political background; the uses to which they have been put; and how they have helped determine current definitions and manifestations of Hispanic identity in these times of economic and cultural globalization. This is a topic of crucial importance not only to the cultural history of Spain and Latin America, but also of the United States. Secondly, this course will help understand the formation and uses of cultural identity on a more general level, from Romanticism to the present — determining, for instance, how cultural identity might be different from national identity. Finally, the course will provide the students the opportunity independently to design, execute, and present a major research project.

 


Course requirements

            This course is set up like a seminar, with a minimum amount of lectures and a maximum amount of class discussion. Class attendance and participation are crucial. To stimulate and focus the discussions, students will write short response papers for almost all readings assigned, sometimes based on specific questions formulated beforehand. Each class, one or more students will be in charge of initiating and moderating the discussion.

The first part of the semester will cover the history of Hispanic identity since Latin-American independence, and will be largely dedicated to reading and discussion. At the end of this first part, students will be given a take-home midterm exam based on these readings and class discussions. The second part of the semester will have a much lighter load of assigned readings. Starting in the week after Spring break, students are expected to dedicate most of their time to their individual research project, which can cover any aspect related to the course topic (a list with suggestions will be provided). Students are expected to present a project topic, together with a working plan and a basic bibliography, in the first week after Spring break. From then on, they will regularly report on the progress of their research to the rest of the class. In the last two weeks of the semester, everyone will give a 15 to 20-minute in-class presentation of their final project.

 

Evaluation

The final class grade will be broken down as follows:

·         Participation and attendance                          20 %

·         Response papers                                          20 %

·         Midterm exam                                              25 %

·         Research project presentation (15-20min.)     15 %

·         Research project (15 pages)                         20 %

 

Other regulations

·         This course is covered by the Oberlin College honor code. Students are expected to be on time and to remain for the entire class. Unexcused absences will significantly lower the participation grade.