SPRING 2012 25 a Nuyorican Absurdist: Pedro Pietri and His Plays of Happy Subversion David Crespy
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View Centro's Film List
About the Centro Film Collection The Centro Library and Archives houses one of the most extensive collections of films documenting the Puerto Rican experience. The collection includes documentaries, public service news programs; Hollywood produced feature films, as well as cinema films produced by the film industry in Puerto Rico. Presently we house over 500 titles, both in DVD and VHS format. Films from the collection may be borrowed, and are available for teaching, study, as well as for entertainment purposes with due consideration for copyright and intellectual property laws. Film Lending Policy Our policy requires that films be picked-up at our facility, we do not mail out. Films maybe borrowed by college professors, as well as public school teachers for classroom presentations during the school year. We also lend to student clubs and community-based organizations. For individuals conducting personal research, or for students who need to view films for class assignments, we ask that they call and make an appointment for viewing the film(s) at our facilities. Overview of collections: 366 documentary/special programs 67 feature films 11 Banco Popular programs on Puerto Rican Music 2 films (rough-cut copies) Roz Payne Archives 95 copies of WNBC Visiones programs 20 titles of WNET Realidades programs Total # of titles=559 (As of 9/2019) 1 Procedures for Borrowing Films 1. Reserve films one week in advance. 2. A maximum of 2 FILMS may be borrowed at a time. 3. Pick-up film(s) at the Centro Library and Archives with proper ID, and sign contract which specifies obligations and responsibilities while the film(s) is in your possession. -
Introduction and Will Be Subject to Additions and Corrections the Early History of El Museo Del Barrio Is Complex
This timeline and exhibition chronology is in process INTRODUCTION and will be subject to additions and corrections The early history of El Museo del Barrio is complex. as more information comes to light. All artists’ It is intertwined with popular struggles in New York names have been input directly from brochures, City over access to, and control of, educational and catalogues, or other existing archival documentation. cultural resources. Part and parcel of the national We apologize for any oversights, misspellings, or Civil Rights movement, public demonstrations, inconsistencies. A careful reader will note names strikes, boycotts, and sit-ins were held in New York that shift between the Spanish and the Anglicized City between 1966 and 1969. African American and versions. Names have been kept, for the most part, Puerto Rican parents, teachers and community as they are in the original documents. However, these activists in Central and East Harlem demanded variations, in themselves, reveal much about identity that their children— who, by 1967, composed the and cultural awareness during these decades. majority of the public school population—receive an education that acknowledged and addressed their We are grateful for any documentation that can diverse cultural heritages. In 1969, these community- be brought to our attention by the public at large. based groups attained their goal of decentralizing This timeline focuses on the defining institutional the Board of Education. They began to participate landmarks, as well as the major visual arts in structuring school curricula, and directed financial exhibitions. There are numerous events that still resources towards ethnic-specific didactic programs need to be documented and included, such as public that enriched their children’s education. -
ESPA 4232. Literatura Puertorriqueña II Prof. Juan Otero Garabís Correo Electrónico: [email protected] Oficina LPM 320 Horas De Oficina M J 11Am-12M
ESPA 4232. Literatura puertorriqueña II Prof. Juan Otero Garabís Correo electrónico: [email protected] Oficina LPM 320 Horas de oficina M J 11am-12m Prontuario Descripción La segunda parte del curso Literatura puertorriqueña tiene como objetivo contribuir al desarrollo intelectual de los y las estudiantes mediante el contacto con las expresiones literarias de Puerto Rico del siglo XX. Para ello, las y los estudiantes examinarán diferentes textos que abordan las situaciones de la isla a lo largo del siglo XX. La temática de este curso gira en torno al estudio de las características que definen la literatura y la identidad puertorriqueña, según representadas en textos de creación y de crítica literarias del siglo XX. Es un curso panorámico que persigue desarrollar la capacidad de análisis de los y las estudiantes, por lo que se requiere su participación en las discusiones de los textos. Además, intenta promover el interés de los y las estudiantes por ampliar sus estudios en literatura y la historia de Puerto Rico en el futuro, ya sea por su cuenta o prosiguiendo cursos más especializados. Se entiende el estudio de la literatura como un proceso de creación de conocimiento, por lo que se considera a éste como una actividad y no como un objeto que el profesor pueda otorgar a los estudiantes. El profesor servirá de guía para las lecturas y su contexto social y crítico, pero tanto él como los/las estudiantes son responsables de cubrir el material asignado y de contribuir en las discusiones en clase. El/la estudiante es responsable de haber leído los Textos Primarios asignados y seleccionará un Texto Secundario sobre el cual presentará un informe en clase. -
Oral History Interview with Juan Sánchez, 2018 October 1-2
Oral history interview with Juan Sánchez, 2018 October 1-2 Funding for this interview was provided by the Lichtenberg Family Foundation. Contact Information Reference Department Archives of American Art Smithsonian Institution Washington. D.C. 20560 www.aaa.si.edu/askus Transcript Preface The following oral history transcript is the result of a recorded interview with Juan Sánchez on 2018 October 1-2. The interview took place in Brooklyn, NY, at Sánchez's studio, and was conducted by Josh T. Franco for the Archives of American Art, Smithsonian Institution. Juan Sánchez and Josh T. Franco have reviewed the transcript. Their corrections and emendations appear below in brackets with initials. This transcript has been lightly edited for readability by the Archives of American Art. The reader should bear in mind that they are reading a transcript of spoken, rather than written, prose. Interview [Tracks 01, 02, and 03 of SD card one are test tracks.] JOSH T. FRANCO: This is Josh T. Franco, interviewing Juan Sánchez on October 1, 2018, at Juan's studio in Brooklyn, New York. So, Juan, let's just get started with the day you were born and the context of your family and early childhood. JUAN SÁNCHEZ: Well, my mother and father came from Puerto Rico. They came from Puerto Rico in the early '50s. They met here. My mother was born in Maunabo, Puerto Rico in 1919, and she passed away in 1987. My father was born in Ponce, Puerto Rico, but I'm not quite sure—I think he was born in 1923, but I'm not quite sure about that; I have to check that out. -
Portafolio Conmemorativo Taller Alma Boricua M Useo De L As a Méricas , C Uartel De B Allajá 2 3 H O M E N a J E Alma Boricua X X X a N I V E R S a R I O
H OMENAJE A LMA B ORICUA X X X A NIVERSARIO 1 Taller Alma Boricua Portfolio Exhibiton PRESENTACIÓN PORTAFOLIO CONMEMORATIVO TALLER ALMA BORICUA M USEO DE L AS A MÉRICAS , C UARTEL DE B ALLAJÁ 2 3 H O M E N A J E ALMA BORICUA X X X A N I V E R S A R I O Recuerdo que fué en el invierno de 1970 - la mañana estaba fría y no teníamos calefacción en el Taller Boricua - al abrir la puerta nos dimos cuenta que había sido forzada durante la noche anterior. Penetramos y encontramos que el F.B.I. y la C.I.A. nos habían visitado, levataron y destrozaron las maderas del piso del taller - estaban buscando armas ocultas tal como hacían en el local de los “Young Lords”, nuestros vecinos que tenían su cuartel frente a nosotros en la 4 5 calle 111 y Madison. Comenzamos a reírnos; Carlos, Rafael, Marcos, Adrían, Armando, Manuel, Neco* y yo ... y comemtamos “ Aquí no hay armas...lo que si hay es Alma... Alma Boricua... N i t z a T u f i ñ o *Carlos Osorio, Rafael Tufi ño, Marcos Dimas, Adrían García, Armando Soto, Manuel ‘Neco’ Otero Ta l l e r Al m a Boricua P ortf ol io Exh ib iton P RESENTACIÓN P ORTAFOLIO El diseño de la portada incorpora detalle del Cartel Comemorativo. Diseño de Juan Sánchez C OMEMORATIVO T ALLER A LMA B ORICUA The cover design incorporates a detail of the commemorative poster. Design Juan Sánchez M U S E O D E L A S A M É R I C A S , C U A R T E L D E B A L L A J Á 1 9 D E S E P T I E M B R E D E 2 0 0 1 A L 1 9 D E F E B R E R O D E 2 0 0 2 I Wish I Could for Taller Alma Boricua C ONTEN IDO I wish I could tell you how beautiful you are, I wish I could show you that you are more than a fl ag, C ONTENTS how you emerged from the darkness of an ancient mud mother your hands stronger than chains that bound them, Introducción / Introduction who breathed life into your rainforest root, your words more powerful than a gun, Almas Sin Fronteras 8 into the Cordillera symmetry of the heights of you your thoughts faster than the speed of light, Lourdes R. -
Around the Block from El Museo Educator Resource Guide
Around the Block from El Museo Educator Resource Guide Program ATB a previous from a student by taken Photograph Portion of the Graffiti Hall of Fame, 106th Street and Park Avenue, New York City 1 Table of Contents: Program Overview 3 Program Design, Goals, and Objectives 4 Suggested Pre-Visit Activities 5 Suggested Post-Visit Activities 6 Background Information about El Barrio and El Museo 7 Folks and Places to Know in El Barrio 14 Related Vocabulary List 18 Bibliography 21 Conclusion/Credits & Acknowledgements 24 2 PROGRAM OVERVIEW School and Educator Programs Programs at El Museo del Barrio are dedicated to providing school programs rooted in cultural empowerment and civic engagement. Our various school programs, including Around the Block from El Museo, offer students and teachers multiple entry points from which to explore the its Permanent Collection, exhibitions, and cultural celebrations. Learning about the diverse histories and cultures within Latin America and the Caribbean allows students to make meaningful connections between social and cultural topics relevant to their lives and classroom instruction. Around the Block from El Museo (ATB) is an innovative program that seeks to deepen s understanding of the relationship between culture and neighborhoods by exploring the relationship between El Museo and El Barrio. Visiting students will go on a walking tour of El Barrio with an Artist Educator, who works with the students to explore the rich and diverse history and culture of the neighborhood and its people through guided discussions about public artworks, community gardens, and local stores. Students will learn and discuss the ways in which the neighborhood has been shaped by both the cultural and social practices of its residents as well as of the Museum. -
The Guerilla Tongue": the Politics of Resistance in Puerto Rican Poetry
University of Massachusetts Amherst ScholarWorks@UMass Amherst Open Access Dissertations 2-2012 The ueG rilla Tongue": The olitP ics of Resistance in Puerto Rican Poetry Natasha Azank University of Massachusetts Amherst, [email protected] Follow this and additional works at: https://scholarworks.umass.edu/open_access_dissertations Part of the English Language and Literature Commons Recommended Citation Azank, Natasha, "The ueG rilla Tongue": The oP litics of Resistance in Puerto Rican Poetry" (2012). Open Access Dissertations. 512. https://doi.org/10.7275/5rm4-z450 https://scholarworks.umass.edu/open_access_dissertations/512 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Open Access Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. “THE GUERILLA TONGUE”: THE POLITICS OF RESISTANCE IN PUERTO RICAN POETRY A Dissertation Presented by NATASHA AZANK Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY February 2012 English © Copyright by Natasha Azank 2012 All Rights Reserved “THE GUERILLA TONGUE”: THE POLITICS OF RESISTANCE IN PUERTO RICAN POETRY A Dissertation Presented by Natasha Azank Approved as to style and content by: _______________________________________ Deborah Carlin, Chair ____________________________________ Rachel Mordecai, Member -
Comparative Literature in the Spanish Antilles, Cuba, Dominican Republic, and Puerto Rico
City University of New York (CUNY) CUNY Academic Works Open Educational Resources City College of New York 2019 Antillean Literature - Comparative Literature in the Spanish Antilles, Cuba, Dominican Republic, and Puerto Rico Mariana Romo-Carmona CUNY City College How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/cc_oers/211 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Antillean Literature LALS 22600 Comparative Study of literature in the Spanish Antilles, Cuba, Puerto Rico, and the Dominican Republic Professor: M. Romo-Carmona Lecture: Tuesdays & Thursdays, 3:30-4:45 pm Fall 2019 Classroom: TBA. Program Office: NAC 6/108 Office Hours: Thursday 11:00am -12pm at NAC 6/331-C Email: [email protected] Course Summary This course will cover literature from Spanish Antilles and will be conducted in English. We will include a study of foundational texts in translation, from the 19th and 20th centuries, as well as contemporary works by Cuban, Dominican, and Puerto Rican authors. Required Reading • Reading needs to be done before class. • All required reading will be posted on Blackboard (Bb) and will be available for download for the duration of the course. Class discussion will require specific reference to these texts. • Additional articles may be added during the course. • Students are encouraged to supplement their reading with critical articles and primary texts, and to share these findings with the class. Learning Objectives • To develop a broader understanding of literature from the Spanish Antilles, including historical and political context of principal writers, literary currents in relationship to global literature, and particular understanding of literary currents in Latin American literature. -
Mexican Americans* Guide Questions*
English 4256 US Latino/a Literature Prof. Carmen Haydee Rivera Class Schedule and Reading List (subject to change) Thursday, January 10 First Day of Classes - Student introductions Print Syllabus and Reading List from website - Seminario Jose Emilio Gonzalez (http://humanidades.uprrp.edu/smjeg)* other option (http://www.inglupr.blogspot.com) Tuesday, January 15 Syllabus discussion E-mail contact list Group Exercise - The Book of Questions Thursday, January 17 Ed Morales - Living in Spang/ish* Bill Santiago - Pardon My Spang/ish* Guide Questions* Luis Trelles - El ingles anglicado* Tuesday, January 22 Documentary- Dos Minutos en NY (Engl. Dept. Screening Room) Thursday, January 24 Himilce Novas - Everything You Need to Know About Latino History: Mexican Americans* Guide questions* Tuesday, January 29 Bartolome de las Casas- The Devastation ofthe Indies (p. 13-20) Alvar Nunez Cabeza de Vaca- Chronicles (p. 20-37) Gracilaso de Ia Vega- The Florida of the Inca (p. 61-70) Thursday, January 31 Maria Amparo Ruiz de Burton - The Squatter and the Don (p. 235-248) Leonor Villegas- The Rebel (p. 379-389) Tuesday, February 5 Documentary Film: "Struggle in the Fields" (Engl. Dept. Screening Room) Guide Questions* Cesar Chavez (p. 760-779) Thursday, February 7 Tomas Rivera- This Migrant Earth (p. 1077-111 0) Rudolfo Anaya- Bless Me, Ultima - Uno (p. 1160-1161; 1169-1177) Tuesday, February 12 John Rechy- City ofNight (p. 1023-1031) Luis Valdez- Zoot Suit. Act I (p. 1244-1278) Thursday, February 14 Gloria Anzaldua- from Borderlands/La Frontera (p. 1490-1507); Borderlands- How to Tame a Wild Tongue* Richard Rodriguez- Hunger of Memory: Aria (p. -
SPRING 2004 the House of Pretension: Space And
SPRING 2004 77 The House of Pretension: Space and Performance in Miguel Piflero's Theatre Roberto Irizarry In "A Lower East Side Poem" (1980), the speaker employed by Nuyorican poet and playwright Miguel Pinero (1946-1988) claims his diasporic space as his ultimate destination, and, in doing so, negates the possibility of escape to any past or future utopias: I don't wanna be buried in Puerto Rico I don't wanna rest in long island cemetery I wanna be near the stabbing shooting gambling fighting & unnatural dying & new birth crying so please when I die... don't take me far away keep me nearby take my ashes and scatter them thru out the Lower East Side ... {La Bodega Sold Dreams, 8) By embracing his current location and closing himself up to the outside world, Pinero's poetic voice echoes a Puerto Rican tradition first studied by canonical island author Antonio S. Pedreira in his controversial essay Insularismo (1933). Pedreira here recognizes in a purported knack for self-isolation (hence the title) a national defensive stance toward invading armies and pirates throughout the island's history. In a way he proposes the same reactionary attitude to the presence of the United States on the island by calling for a turning back of the national psyche toward the Spanish motherland's seminal contribution to the local culture.1 Pinero, on the other hand, suggests a more realistic acceptance of the ills and transformations brought upon Puerto Rican immigrants and their descendants. More importantly, he urges the spectator to recognize borders and links with other marginal beings that inhabit the 78 LATIN AMERICAN THEATRE REVIEW urban setting of New York City. -
U.S. Tax Imperialism in Puerto Rico
American University Law Review Volume 65 Issue 1 Article 1 2015 U.S. Tax Imperialism in Puerto Rico Diane Lourdes Dick Seattle University, [email protected] Follow this and additional works at: https://digitalcommons.wcl.american.edu/aulr Part of the Tax Law Commons Recommended Citation Dick, Diane Lourdes (2015) "U.S. Tax Imperialism in Puerto Rico," American University Law Review: Vol. 65 : Iss. 1 , Article 1. Available at: https://digitalcommons.wcl.american.edu/aulr/vol65/iss1/1 This Article is brought to you for free and open access by the Washington College of Law Journals & Law Reviews at Digital Commons @ American University Washington College of Law. It has been accepted for inclusion in American University Law Review by an authorized editor of Digital Commons @ American University Washington College of Law. For more information, please contact [email protected]. U.S. Tax Imperialism in Puerto Rico This article is available in American University Law Review: https://digitalcommons.wcl.american.edu/aulr/vol65/ iss1/1 ARTICLES U.S. TAX IMPERIALISM IN PUERTO RICO DIANE LOURDES DICK* This Article uses historical and legal analysis to demonstrate how U.S. domination over Puerto Rico's tax and fiscal policies has been the centerpiece of a colonial system and an especially destructive form of economic imperialism. Specifically, this Article develops a novel theory of U.S. tax imperialism in Puerto Rico, chronicling the sundry ways in which the United States has used tax laws to exert economic dominance over its less developed island colony. During the colonial period, U.S. officials wrote and revised Puerto Rican tax laws to serve U.S. -
Marc Zimmerman's Bibliography on Latino/A Literature
U.S. LATINOS: THEIR CULTURE AND LITERATURE - by Marc Zimmerman (http://tigger.uic.edu/~marczim/latlit/) I. LATINO LITERATURE IN THE CULTURAL PROCESS II. LATINOS AND THEIR CULTURE A. Identity. B. Some Definitions C. Some Questions About the Future of Latinos III. U.S. LATINO LITERATURE: HISTORY AND DEVELOPMENT A. Latino Populations and Three Phases of Migration Literature B. The Development of Chicano Literature C. Puerto Rican Literature in the U.S. D. Cuban and Other U.S. Latino Literatures IV. POSTMODERN PERSPECTIVES AND FINAL THOUGHTS A. Some Key Perspectives B Postmodern Multicultural Crossovers C. Literature, the Midwest and Future Developments I. LATINO LITERATURE IN THE CULTURAL PROCESS In the past several years, with the remarkable growth and diversification of the U.S. Latino population, we have witnessed the emergence of a literature expressing Latino traditions, conflicts, and transformations. Contrary to common understanding, literature by Hispanics or Latinos, mainly in Spanish, but sometimes in English as well, has existed in what is now the U.S. since the sixteenth century; and a distinctly ethnic Latino literature has been evolving for well over a hundred years. With the emergence of U.S. Chicano and Puerto Rican social movements in the 1960s, a number of young Chicano and Nuyorican writers also surfaced and synthesized the bases for new literatures which were consciously and specifically ethnic in character and function. Characterized by nostalgia for a fading past, by a critique of racial oppression and negative acculturation experiences in the fields, in the city neighborhoods, the schools, factories and homes, by bilingualisms, schizophrenic goal conflicts and sex role confusions, by cultural ten-sions, affirmations and anger, and by calls for reform, rebellion, revolution or other forms of opposition, the emergent Latino literatures of the 1960s attempted to serve as laboratories for the expression and then reconstruction of transformed Latin American and U.S.