¡Viva la
raza!
Constructions
of Hispanic Identity
spanish 465
spring 2002
prof.
sebastiaan faber
mwf
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
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.
·
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.
·
Richard Rodríguez. Hunger
of Memory. The Education of Richard Rodríguez.
·
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