Hispanic American Literature, Small, Independent Presses That Rely Upon U.S
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Communicating with Hispanic/Latinos
Building Our Understanding: Culture Insights Communicating with Hispanic/Latinos Culture is a learned system of knowledge, behaviors, attitudes, beliefs, values, and norms that is shared by a group of people (Smith, 1966). In the broadest sense, culture includes how people think, what they do, and how they use things to sustain their lives. Cultural diversity results from the unique nature of each culture. The elements, values, and context of each culture distinguish it from all others (Beebe, Beebe, & Redmond, 2005). Hispanics in the United States includes any person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. Latinos are people of “Latin-American” descent (Webster’s 3rd International Dictionary, 2002). Widespread usage of the term “Hispanic” dates back to the 1970s, when the Census asked individuals to self-identify as Mexican, Puerto Rican, Cuban, Central/South American or “other Hispanic.” While the terms Hispanic and Latino are used interchangeably, they do have different connotations. The Latino National Survey (2006) found that 35% of respondents preferred the term “Hispanic,” whereas 13.4% preferred the term “Latino.” More than 32% of respondents said either term was acceptable, and 18.1% indicated they did not care (Fraga et al., 2006). Origin can be viewed as the heritage, nationality group, lineage, or country of birth of the person or the person’s parents or ancestors before their arrival in the United States (U. S. Census Bureau, 2000). People who identify their origin as Spanish, Hispanic, or Latino may be of any race (Black/African-American, White/Caucasian, Asian, and Native American) or mixed race. -
A History of American Civil War Literature Edited by Coleman Hutchison Frontmatter More Information
Cambridge University Press 978-1-107-10972-8 - A History of American Civil War Literature Edited by Coleman Hutchison Frontmatter More information A HISTORY OF AMERICAN CIVIL WAR LITERATURE Th is book is the fi rst omnibus history of the literature of the American Civil War, the deadliest confl ict in U.S. history. A History of American Civil War Literature examines the way the war has been remembered and rewritten over time. Th is history incorporates new directions in Civil War historiography and cultural studies while giving equal attention to writings from both the northern and the southern states. Written by leading scholars in the fi eld, this book works to redefi ne the boundaries of American Civil War literature while posing a fundamental question: Why does this 150-year-old confl ict continue to capture the American imagination? Coleman Hutchison is an associate professor of English at Th e University of Texas at Austin, where he teaches courses in nineteenth-century U.S. literature and culture, bibliography and tex- tual studies, and poetry and poetics. He is the author of the fi rst literary history of the Civil War South, Apples and Ashes: Literature, Nationalism, and the Confederate States of America (2012) and the coauthor of Writing about American Literature: A Guide for Students (2014). Hutchison’s work has appeared in American Literary History, Common-Place, Comparative American Studies, CR: Th e New Centennial Review, Journal of American Studies, Th e Emily Dickinson Journal, PMLA , and Southern Spaces, among other venues. -
Hispanic/Latino American Older Adults
Ethno MEd Health and Health Care of Hispanic/Latino American Older Adults http://geriatrics.stanford.edu/ethnomed/latino Course Director and Editor in Chief: VJ Periyakoil, Md Stanford University School of Medicine [email protected] 650-493-5000 x66209 http://geriatrics.stanford.edu Authors: Melissa talamantes, MS University of Texas Health Science Center, San Antonio Sandra Sanchez-Reilly, Md, AGSF GRECC South Texas Veterans Health Care System; University of Texas Health Science Center, San Antonio eCampus Geriatrics IN THE DIVISION OF GENERAL INTERNAL MEDICINE http://geriatrics.stanford.edu © 2010 eCampus Geriatrics eCampus Geriatrics hispanic/latino american older adults | pg 2 CONTENTS Description 3 Culturally Appropriate Geriatric Care: Learning Resources: Learning Objectives 4 Fund of Knowledge 28 Instructional Strategies 49 Topics— Topics— Introduction & Overview 5 Historical Background, Assignments 49 Topics— Mexican American 28 Case Studies— Terminology, Puerto Rican, Communication U.S. Census Definitions 5 Cuban American, & Language, Geographic Distribution 6 Cultural Traditions, Case of Mr. M 50 Population Size and Trends 7 Beliefs & Values 29 Depression, Gender, Marital Status & Acculturation 31 Case of Mrs. R 51 Living Arrangements 11 Culturally Appropriate Geriatric Care: Espiritismo, Language, Literacy Case of Mrs. J 52 & Education 13 Assessment 32 Topics— Ethical Issues, Employment, End-of-Life Communication 33 Case of Mr. B 53 Income & Retirement 16 Background Information, Hospice, Eliciting Patients’ Perception -
The State of Latinos in Higher Education in California
The StateLatinos of Higher Educationin in California The economic and social imperative for advancing Latino college achievement NOVEMBER 2013 The economic and social imperative for advancing Latino college achievement he Latino population in California is large, growing dynamics of California today. California needs to get to work. rapidly, and on its way to attaining majority status in It needs to develop a workforce that is prepared and that will Tless than 40 years.1 However, Latino college-degree strengthen our economy. attainment is low, despite a significant increase in college- going rates. But, as the Campaign for College Opportunity has found in this report, which is part of a new series on the State of Great promise, but far from being kept Higher Education in California, we are on track to produce a generation of young people less educated than our older In 2012, seven out of 10 Latino high school graduates in the population. The principal reason is that one of the largest and U.S. enrolled in college, a rate higher than that of their White fastest growing segments of our population—native-born and counterparts, according to a Pew Research Center study.2 immigrant Latinos—has unacceptably low rates of college Research also has consistently confirmed that despite low completion. educational attainment among Latinos, Latino parents have high The state of educational attainment for Latinos in California educational aspirations for their raises questions about equity and fairness in our society, but children and believe that a college on a practical dollars-and-cents level, it also raises concerns education is critical to their future about our collective future and the strength of our economy success. -
Native American Literature: Remembrance, Renewal
U.S. Society and Values, "Contemporary U.S. Literature: Multicultura...partment of State, International Information Programs, February 2000 NATIVE AMERICAN LITERATURE: REMEMBRANCE, RENEWAL By Geary Hobson In 1969, the fiction committee for the prestigious Pulitzer Prizes in literature awarded its annual honor to N. Scott Momaday, a young professor of English at Stanford University in California, for a book entitled House Made of Dawn. The fact that Momaday's novel dealt almost entirely with Native Americans did not escape the attention of the news media or of readers and scholars of contemporary literature. Neither did the author's Kiowa Indian background. As news articles pointed out, not since Oliver LaFarge received the same honor for Laughing Boy, exactly 40 years earlier, had a so-called "Indian" novel been so honored. But whereas LaFarge was a white man writing about Indians, Momaday was an Indian -- the first Native American Pulitzer laureate. That same year, 1969, another young writer, a Sioux attorney named Vine Deloria, Jr., published Custer Died For Your Sins, subtitled "an Indian Manifesto." It examined, incisively, U.S. attitudes at the time towards Native American matters, and appeared almost simultaneously with The American Indian Speaks, an anthology of writings by various promising young American Indians -- among them Simon J. Ortiz, James Welch, Phil George, Janet Campbell and Grey Cohoe, all of whom had been only fitfully published at that point. These developments that spurred renewed -- or new -- interest in contemporary Native American writing were accompanied by the appearance around that time of two works of general scholarship on the subject, Peter Farb's Man's Rise to Civilization (1968) and Dee Brown's Bury My Heart At Wounded Knee (1970). -
Anti-Americanism and Popular Culture
2005 Anti-Americanism and Popular Culture. Budapest: Center for Policy Studies Working Papers. 38 pp. <http://cps.ceu.hu/papers.php>. © Central European University The views in this report are the author's own and do not necessarily reflect those of the Center for Policy Studies, Central European University or the Open Society Institute. CENTER FOR POLICY STUDIES CENTRAL EUROPEAN UNIVERSITY Nádor utca 9 H–1051 Budapest, Hungary [email protected] http://www.ceu.hu/cps Toby Miller Tisch School of the Arts New York University 721 Broadway, 12th Floor, New York, NY 10003 [email protected] 2005 Typesetting • Tamás Dombos ANTI-AMERICANISM AND POPULAR CULTURE ^ CONTENTS 1. Introduction 5 2. Key Terms I: Anti-Americanism 7 3. Key Terms II: Popular Culture 8 4. Cultural Dominance 10 5. Role of the State 15 6. Opposition 20 7. Conclusion and Recommendations 25 7.1 Recommendations 26 3 ANTI-AMERICANISM AND POPULAR CULTURE ^ Here’s the rub: America is at war against people it doesn’t know, because they don’t appear much on TV. Arundhati Roy (2001) “I like taxis. I was never good at geography and I learn things by asking the drivers where they come from.” “They come from horror and despair.” “Yes, exactly. One learns about the countries where unrest is occurring by riding the taxis here.” Don DeLillo (2003: 16) The core of globalization is to achieve economic hegemony of a few rich states, the United States of America in particular, as well as the hegemony of Western consumer culture, threatening the peoples’ cultures, methods of living and spiritual values. -
We the American...Hispanics
WE-2R e the American... Hispanics Issued September 1993 U.S. Department of Commerce Economics and Statistics Administration BUREAU OF THE CENSUS Acknowledgments This report was prepared by staff of the Ethnic and Hispanic Statistics Branch under the supervisionJorge ofdel Pinal. General direction was providedSusan by J. Lapham, Population Division. The contents of the report were reviewed byJanice Valdisera andMichael Levin, Population Division, and Paula Coupe andDwight Johnson, Public Information Office. Marie Pees, Population Division, provided computer programming support. Debra Niner andMary Kennedy, Population Division, provided review assistance. Alfredo Navarro, Decennial Statistical Studies Division provided sampling review. The staff of Administrative and Publications Services Division, Walter C. Odom, Chief, performed publication planning, design, composition, editorial review, and printing planning and procurement.Cynthia G. Brooks provided publication coordination and editing.Theodora Forgione provided table design and composition services.Kim Blackwell provided design and graphics services.Diane Oliff–Michael coordinated printing services. e, the American Hispanics Introduction We, the American Hispanics traceWe have not always appeared in the our origin or descent to Spaincensus or to as a separate ethnic group. Mexico, Puerto Rico, Cuba, and In 1930, Mexicans" were counted many other SpanishĆspeaking counĆand in 1940, persons of Spanish tries of Latin America. Our ancesĆmother tongue" were reported. In tors were among the early explorers1950 and 1960, persons of Spanish and settlers of the New World.surname" In were reported. The 1970 1609, 11 years before the Pilgrimscensus asked persons about their landed at Plymouth Rock, our MestiĆorigin," and respondents could zo (Indian and Spanish) ancestorschoose among several Hispanic oriĆ settled in what is now Santa Fe,gins listed on the questionnaire. -
Frank O'hara's Oranges : Poetry, Painters and Painting
University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 8-2001 Frank O'Hara's oranges : poetry, painters and painting. Karen Ware 1973- University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Recommended Citation Ware, Karen 1973-, "Frank O'Hara's oranges : poetry, painters and painting." (2001). Electronic Theses and Dissertations. Paper 1531. https://doi.org/10.18297/etd/1531 This Master's Thesis is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. FRANK O'HARA'S ORANGES: Poetry, Painters and Painting By Karen Ware B.A., Spalding University, 1994 A Thesis Submitted to the Faculty of the Graduate School of the University of Louisville In Partial Fulfillment of the Requirements For the Degree of Master of Arts Department of English University of Louisville Louisville, Kentucky August 2001 FRANK O'HARA'S ORANGES: Poetry, Painters and Painting By Karen Ware B.A., Spalding University, 1994 A Thesis Approved on by the following Reading Committee: Thesis MrectO'r 11 DEDICATION This thesis is dedicated to Clare Pearce, because I promised, and to Kyle, through all things. III ACKNOWLEDGMENTS Many amazing individuals have taken a seat in the roller coaster construction of this long-awaited project. -
Wabanaki Studies Commission C
F i n a l R e p o r t o f t h e W a b a n a k i S t u d i e s C o m m i s s i o n QuickTime™ and a Photo - JPEG decompressor are needed to see this picture. Submitted Pursuant to LD 291 to: Maine Department of Education Maine Indian Tribal-State Commission University of Maine System Aroostook Band of Micmacs Houlton Band of Maliseets Passamaquoddy Tribe Penobscot Nation October 2003 Table of Contents Page Acknowledgements Section 1. Introduction 1 A. Overview B. Significance of Law C. Purpose of Report D. Recommendations E. Organization of Report Section 2. The Law 2 A. Wabanaki Studies Required B. Commission Created; Responsibilities C. Implementation Steps Section 3. The Commission and Its Work 3 A. Members; Staff B. Supporting Organizations C. Meetings D. Vision E. Concentrated Areas of Study F. Relationship of Wabanaki Studies to Learning Results G. Importance of Assessment H. Materials and Resources for Teachers I. Professional Development J. Commission’s Next Steps Section 4. Wabanaki Studies Summer Institute 7 A. Purpose B. Who Was Involved C. Activities and Syllabus D. Feedback on Institute Section 5. Recommendations and Action Steps 8 A. Eight Recommendations B. Action Steps for Wabanaki Studies Commission C. Action Steps for Department of Education D. Action Steps for the University of Maine System E. Action Steps for the Maine Indian Tribal-State Commission F. Action Steps for the Tribes Attachments 1. Public Law 2001, Chapter 403 15 2. Members of the Wabanaki Studies Commission 17 3. -
The Future of the Spanish Language in the United States. INSTITUTION Hispanic Policy Development Project, Inc., New York, NY
DOCUMENT RESUME ED 295 485 FL 017 429 AUTHOR Veltman, Calvin TITLE The Future of the Spanish Language in the United States. INSTITUTION Hispanic Policy Development Project, Inc., New York, NY. PUB DATE 88 NOTE 156p. PUB TYPE Reports - Research/Technical (143) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Demography; Employment; *English (Second Language); Ethnic Groups; *Futures (of Society); Geographic Distribution; Hispanic Americans; Immigrants; Language Attitudes; Language Maintenance; *Language Planning; Language Proficiency; *Language Role; Language Usage; Population Growth; Public Policy; Research Methodology; *Spanish; *Spanish Speaking ABSTRACT A broad-bases study of the ways in which Hispanics in the United States are dealing with the English language is presented. The report analyzes the latest reliable language data collected by the U.S. census, including the 1980 national census, and finds a steady shift in language usage from Spanish to English among immigrants and native-born Hispanics. Chapters address these topics: (1) theory and method in the analysis of language shift; (2) the size of the Spanish origin group; (3) the structure of the Spanish origin group; (4) a nativity profile of the Spanish origin group; (5) language shift among immigrants; (6) language shift among the native-born; (7) regional aspects of language shift; (8) the urbanization of the Spanish language population; (9) ethnic origins of this population; (10) modeling population growth in this group; and (11) projections of its size and composition. Appencied materials include notes on interpreting the 1980 census data, technical data, and a comparison of the University of Quebec at Montreal and U.S. Census Bureau models. (MSE) ********.c**********f*************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. -
ENGL 2151 American Literature: 1865 to Present A. Course Description 1
Common Course Outline for: ENGL 2151 American Literature: 1865 to Present A. Course Description 1. Number of credits: 4 2. Lecture hours per week: 4 Lab hours per week: None 3. Prerequisites: ENGC 0900 or placement in ENGC 1101, and READ 0960 or placement in READ 1106. 4. Co-requisites: None 5. MnTC Goals: Goals 6 (The Humanities and Fine Arts) and 9 (Ethical and Civic Responsibility) Students will study fiction, poetry, drama, and literary nonfiction by a variety of authors representing the diverse viewpoints and experiences of Americans after the Civil War. B. Date last reviewed: January 2020 C. Outline of Major Content Areas 1. Issues & Visions in Post-Civil War America (1865-1910) 2. Regional, Cultural, and National Voices 3. Developments in Women's Writing 4. American Realism 5. Modern Period 1910-1945 6. The Harlem Renaissance 7. Recent Trends in Contemporary American Literature (Multiculturalism, Postmodernism, Postcolonialism, etc.) D. Course Learning Outcomes Upon successful completion of the course, the student will be able to: 1. Demonstrate knowledge of canonical works and major genres and styles of American literature (Goal 6a). 2. Place writers with respect to the major periods and historical developments in American literature and their geographic, cultural, and/or ethnic situation (Goal 6b). 3. Identify the themes of the works read and the characteristic features of their styles (Goal 6c). 4. Articulate the political, social, and economic features of the period, noting literary reflections of or reactions to changes in these spheres (Goals 9b, c, d). 5. Read closely, critically, and analytically, framing the kinds of questions modern students of literature use as their chief tools in arriving at critical insights about their subject (Goals 6e, 2a, b, d). -
American Book Awards 2004
BEFORE COLUMBUS FOUNDATION PRESENTS THE AMERICAN BOOK AWARDS 2004 America was intended to be a place where freedom from discrimination was the means by which equality was achieved. Today, American culture THE is the most diverse ever on the face of this earth. Recognizing literary excel- lence demands a panoramic perspective. A narrow view strictly to the mainstream ignores all the tributaries that feed it. American literature is AMERICAN not one tradition but all traditions. From those who have been here for thousands of years to the most recent immigrants, we are all contributing to American culture. We are all being translated into a new language. BOOK Everyone should know by now that Columbus did not “discover” America. Rather, we are all still discovering America—and we must continue to do AWARDS so. The Before Columbus Foundation was founded in 1976 as a nonprofit educational and service organization dedicated to the promotion and dissemination of contemporary American multicultural literature. The goals of BCF are to provide recognition and a wider audience for the wealth of cultural and ethnic diversity that constitutes American writing. BCF has always employed the term “multicultural” not as a description of an aspect of American literature, but as a definition of all American litera- ture. BCF believes that the ingredients of America’s so-called “melting pot” are not only distinct, but integral to the unique constitution of American Culture—the whole comprises the parts. In 1978, the Board of Directors of BCF (authors, editors, and publishers representing the multicultural diversity of American Literature) decided that one of its programs should be a book award that would, for the first time, respect and honor excellence in American literature without restric- tion or bias with regard to race, sex, creed, cultural origin, size of press or ad budget, or even genre.