Spanish and Portuguese Graduate Course Descriptions—Fall 2015 SPANISH Spanish 501—Professor Víctor Goldgel-Carballo

Spanish 501 is a survey of Spanish-American literature written between the XVth and the XIXth centuries. Focusing on canonical texts such as Columbus’ Diario de a bordo, Bartolomé de las Casas’ Brevísima relación, Sor Juana’s “Respuesta,” Domingo. F. Sarmiento’s Facundo, and José Martí’s “Nuestra América,” this course will introduce students to key problems of the different periods studied: the discursive construction of space in the New World, the rhetorical differences among narrative genres, the importance of race and gender, the emergence of romanticism, the rise of nationalist discourses, etc. *** Spanish 545: College Teaching of Spanish –Prof. Diana Frantzen This course is designed to prepare graduate students to teach Spanish at the college level and is required of TAs who will teach for the first time in the department. The course will consider briefly various methods used for teaching foreign language in the past but the emphasis will be on the contribution that the proficiency-oriented approach has made to language teaching in this country. Learning to teach communication skills will be considered of paramount importance, but students will also be expected to acquire an understanding of the theories that are shaping language teaching today. Students will develop specific exercises on reading, writing, listening, and speaking activities which they can use in the classroom, and will examine ways in which culture can be truly integrated into the classroom. Students will observe and critique other TAs' classes and will gain additional practical experience in teaching by preparing and presenting short lessons to the class. Instructor permission required to enroll and only graduate students currently teaching in the department may enroll. Contact Lucy Ghastin [email protected]. *** Spanish 548: Structure of the Spanish Language (Morphosyntax)—Professor Grant Armstrong MWF 9:55-10:45 This course is an introduction to Spanish morphosyntax. The overall objective is to introduce students to some of the major phenomena that have been researched in Spanish morphosyntax over the past century and how these have been described in grammars (mainly the new descriptive grammars of the RAE), how they have been analyzed theoretically and how they

have been investigated in applied linguistics. The course will revolve around six topics studied from the descriptive, theoretical and applied points of view. Students will be graded based on class participation, presentations of readings, article summaries, an exam and a final project proposal that motivates a research question and outlines a research plan.

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Spanish 627: Teoría Literaria: de Platón al siglo XVIII—Prof. David Hildner Enfoque: El curso se enfocará en las principales corrientes del pensamiento teórico sobre la “poesía” y sobre la exégesis de los textos, desde la antigüedad greco-romana hasta el siglo XVIII. Concretamente, se verán los antecedentes históricos de los siguientes campos de estudio: 1) la teoría literaria (en la que se incluye la estética literaria) 2) la teoría de la recepción literaria 3) el contexto social y educativo de la literatura 4) el estudio del lenguaje figurado 5) la semiótica 6) los nexos entre literatura, filosofía y religión

Se estudiarán textos de las siguientes épocas y tendencias: • • • • • • •

Antigüedad greco-romana Exégesis medieval Teoría hebreo-musulmana sobre la “poesía” en la Edad Media Escolasticismo Teoría humanista en la península ibérica (siglos XV-XVI) Barroco peninsular Ilustración y pre-romanticismo

*** Spanish 630—Professor Cathy Stafford En este curso examinaremos el bilingüismo como un fenómeno a la vez lingüístico, cognitivo, sociocultural, y político-educativo. Trasenfrentar lo problemático que resulta intentar definir los términos bilingüismo y bilingüe, examinaremos algunas de las diversas comunidades bilingües que se encuentran en el mundo hispanoparlante con especial atención a las cuestiones lingüísticas, ideológicas, políticas y educativas que afectan la naturaleza y estabilidad del bilingüismo en estas comunidades. Asimismo, investigaremos cómo una amplia gama de variables-- la edad, el contexto sociopolítico, y factores psicolingüísticos, entre otras-- puede influir en el

conocimiento y conducta bilingües. Leeremos y analizaremos desde un punto de vista crítico varios estudios empíricos con el objetivo de entender cómo han evolucionado (y siguen evolucionando) los métodos de investigación empleados en estudios cuantitativos y cualitativos cuyo objetivo es contribuir a nuestro conocimiento del complejo fenómeno que es el bilingüismo. Uno de los requisitos del curso será diseñar y llevar a cabo un estudio que investiga alguna/s de las múltiples facetas del bilingüismo. *** Spanish 802: Seminar: Violent Imaginaries, Violent Practices, Violent Texts—Prof. Rubén Medina Since emergence and implementation of Neo-liberalism over three decades ago, violence has taken center stage in the global imaginary. Discourses of violence dominate our public sphere particularly the visual field through all media and communication outlets, and that includes films, video games, cartoons, news, advertisement, and various forms of narratives; they are constantly repeating, dramatizing events, and above all performing effects. But violence can also “occur gradually and out of sight.” Thus many significant questions emerge from such phenomenon: • • •

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How are current expressions of violence (cruelty, torture, genocide, policide, feminicide) different in comparison with violence in previous historical periods and geographical locations? Is violence a major feature of modernity and of its latest Neoliberal version? What changes in the economic, political, social structure, public sphere, citizenship, and subjectivity have occurred in our current period to produce individuals/states/organize crime committing excessive and cruel violence against others? Is violence spectacular, visible, structural, slow and unseen, or all at once and equally destructive? How do we explain the rise of terror, cruelty, invasion of privacy, surveillance, police states, and erosion of citizenship in the so-called contemporary democracies? Is terror and violence a key component in the formation and reproduction of the state? What is the uniqueness of Latin America in this worldwide wave of violence in the current Global period? What is the relation of violence with “extreme masculinity”? Why is violence perpetrated more heavily against women, the poor, and indigenous populations? Do we have sufficient categories of analysis to explain old and current violence?

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How can we go about analyzing representations of violence in the field of culture and literature? How communities and individuals resist such current forms of violence?

In this seminar we will fully engage in discussing these questions and major theoretical approaches to violence. We will look critically the work of Freud, Benjamin, Hannah Arendt, Foucault, Agamben, Enrique Dussel, Rob Nixon, Jean Franco, Ileana Rodriguez, Hermann Herlinghaus and others. Theories and approaches of these authors will be applied to selected texts (such as film, short story, poem, testimony, documentary, photos, songs/corridos, advertisement).

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Spanish 842: La tradición épica castellano-leonesa—Prof. Pablo Ancos García En este curso estudiaremos la tradición épica castellano-leonesa. Leeremos tanto poemas épicos conservados (Poema de mio Cid, Mocedades de Rodrigo, el fragmento del Roncesvalles) y textos cuya adscripción al género épico se discute (Poema de Fernán González, Poema de Alfonso Onceno), como romances y crónicas que quizá delaten la existencia de otros poemas y ciclos épicos hoy perdidos (Cantar de los siete infantes de Lara, Condesa traidora, Romanz del infant García, Cantar de Sancho II, Cantar de la Jura de Santa Gadea, Bernardo del Carpio, La campana de Huesca, etc.). El estudio de los textos primarios se completará con la lectura de bibliografía secundaria pertinente sobre la tradición épica en general y la épica castellano-leonesa en particular, así como sobre los contextos históricos y culturales en los que surgieron y se reelaboraron los poemas.

*** Spanish 852: Seminar: España y el Mediterráneo en los siglos XVI y XVII—Professor Steven Hutchinson En este seminario exploraremos las relaciones de España, como nación recién creada, con el mundo del “otro”, en este caso el Islam, que encuentra en los siglos XVI y XVII un espacio físico, mítico y utópico en el ámbito del Mediterráneo. Dentro de la península la comunidad morisca será percibida como peligrosamente vinculada a ese mundo mediterráneo que fascina a la vez que amenaza a Europa por el creciente poder del imperio otomano. Desde la caída de Granada en 1492, el Mediterráneo se encuentra polarizado entre el imperio otomano y la Europa cristiana, en la que España va a liderar la lucha por la hegemonía católica –a partir de la Reforma protestante– y la guerra al Islam. Sin embargo, se crea a lo largo de dos siglos un espacio político y social enormemente complejo donde en medio del conflicto florece una cultura dinámica del intercambio, la mediación y la fluidez (renegados, tránsfugas, corsarios, cautivos, espías, mercaderes, etc.). A través del mar y sus islas se mantiene una tenue red de ciudades que median entre Madrid e Istanbul –Argel, Túnez, Alejandría y el Cairo, Jerusalén, Atenas, Venecia, Nápoles, Roma, Génova, Barcelona y otras ciudades de la costa española– con todo lo que esto supone de distintas lenguas, culturas, etnias, razas y religiones. Habrá en el curso un importante contenido visual (cuadros y grabados de la época de ambos lados del Mediterráneo

que representan al “otro”, mapas, planos de ciudades, además de cine) así como literariohistórico entre el que cabe destacar la obra de Cervantes (fue viajero, soldado, cautivo), autobiografías de soldados y cautivos, y un amplio abanico de obras (crónicas, tratados, descripciones etnográficas, obras teatrales, poemas, etc.) que presentan una consistente actitud de asombro y temor hacia el exotismo del “infiel” encarnado en la grandeza del imperio otomano. También veremos la consistencia de la representación proto-orientalista de la mujer en este ámbito del “otro”, y cómo el género sexual lleva las marcas de la diferencia cultural.

*** Spanish 861: Inter-, Multi-, Trans-disciplinary: Modern Peninsular Studies and Beyond— Prof. Alicia Cerezo Paredes The word “interdisciplinary” has been a key term in job postings, job application materials, and course and program descriptions for several decades. From a theoretical perspective (Klein, Lattuca, Newell, Repko), we will explore this concept in order to understand the difference between a multi- or trans-disciplinary project and an interdisciplinary one. In particular, we will focus on a series of case studies that will show how Modern Peninsular literary studies can benefit from an integrative approach with visual studies, art history, science and technology studies, history of religions, or media and cinema studies. Additionally, students are expected to investigate and reflect critically on their own interdisciplinary interests, regardless of their field and period of specialization, in order to make them meaningful and productive in their present and future scholarly work, as well as in their teaching methodologies.

*** PORTUGUESE Portuguese 411 / Survey of Portuguese Literature before 1825 Prof. Kathryn Sanchez MWF 9:55 – 10:45 am This course presents a panoramic view of Portuguese literature from the Middle Ages to the beginning of the 19th Century in relation to Iberian literature in particular and European literary movements in general. We will focus on the development of fictional characterization and the representation of class, gender, trans-Atlantic discourse, the concept of “Iberismo” and the exotic throughout this period. The works of canonical Portuguese writers who were influential in the formation and exploration of literary genres in the Iberian Peninsula are the main focus of the course. Among other texts, we will study a sample of Portuguese troubadour cantigas, texts by the chronicler Fernão Lopes (1380-1459), plays by the bilingual dramatist Gil Vicente (14711537), the Renaissance poetry of Sá de Miranda (1481-1558), the sentimental novel Menina e Moça by Bernardim Ribeiro (1482-1558) and the subversive poetry of the bohemian Bocage – still a popular cultural figure in Portugal today. Accompanying the golden age of the Portuguese discoveries, the development of travel literature is a prominent genre during this time period

along with the notion of the exotic through the writing of the African and Asian “Other”. We will read chapters from the satirical Peregrinação by Fernão Mendes Pinto (1510-1583), sections from the epic poem Os Lusíadas by Luís de Camões (1525-1580) and episodes from the shipwreck narratives História Trágico-Marítima by Diogo do Couto (1542-1616). The rhetoric of several authors, especially Padre António Vieira (1608-1697), will allow us to engage with a broader discourse on the Lusophone Atlantic. We will also read the work of several women writers: the Baroque poetry of Soror Violante do Céu (1601-1693) and Soror Maria do Céu (1658-1753), the adventure narrative Aventuras de Diófanes by Teresa Margarida da Silva e Orta (1711-1793), and poetry by the Portuguese “Madame de Staël”, Marquesa de Alorna (17501839). Class discussions and assignments will be in Portuguese. Portuguese students will be required to take two midterms. Spanish graduate students can opt to write a research paper in either Spanish or Portuguese in lieu of the two exams. All readings for this course will be available at learn@uw.

*** Portuguese 640: Literary Theory and Criticism—Prof. Luís Madureira We will examine a selected corpus of literary theory and criticism from the Portuguese-speaking world. A few of the critics and theorists whose seminal work we will study include Miguel Vale de Almeida, Ana Luísa Amaral, Afredo Bosi, the Grupo de Trabalho Mulher na Litetura, Roberto Schwartz, Silviano Santiago, and Boaventura de Sousa Santos. We will concomitantly seek to understand these variegated approaches in their broader intellectual context and in the light of their productive—and occasionally fraught—dialogic entanglements with such important critical trends as deconstruction and post-structuralism, feminism and gender studies, Marxism, psychoanalysis, and postcolonial studies. Class discussions will be conducted in English. Should enrollments warrant it, English and Spanish translations of the texts will be made available. The course’s main requirement will entail the production of an article-length critical essay.

*** Portuguese 751: Seminar: Teatro Brasileiro Moderno--Professor Severino J. Albuquerque Thursdays 3:30-5:30 This graduate seminar examines major twentieth-century Brazilian playwrights (including Oswald de Andrade, Nelson Rodrigues, Ariano Suassuna, Plinio Marcos and others), plays, and trends in their esthetic and socio-political contexts. Attention is given to autochthonous traditions and theory (Augusto Boal) as well as outside influences such as Artaud’s theater of cruelty, Brecht’s epic theater, the theater of the Absurd, and theater as game, ritual and role-playing. Contemporary stage directors, leading theater groups (Comediantes, TBC, Arena, Oficina, Macunaima, Vertigem and others), and recent work on space and performance will also be examined. Students are expected to read a considerable number of plays and critical and

theoretical writings, participate actively in discussion, give in-class reports, develop a semesterlong project and write a number of position papers as well as a substantial term paper ideally related to the semester project.