Why Latino History Matters to U.S. History
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Puerto Ricans at the Dawn of the New Millennium
puerto Ricans at the Dawn of New Millennium The Stories I Read to the Children Selected, Edited and Biographical Introduction by Lisa Sánchez González The Stories I Read to the Children documents, for the very first time, Pura Belpré’s contributions to North Puerto Ricans at American, Caribbean, and Latin American literary and library history. Thoroughly researched but clearly written, this study is scholarship that is also accessible to general readers, students, and teachers. Pura Belpré (1899-1982) is one of the most important public intellectuals in the history of the Puerto Rican diaspora. A children’s librarian, author, folklorist, translator, storyteller, and puppeteer who began her career the Dawn of the during the Harlem Renaissance and the formative decades of The New York Public Library, Belpré is also the earliest known Afro-Caribeña contributor to American literature. Soy Gilberto Gerena Valentín: New Millennium memorias de un puertorriqueño en Nueva York Edición de Carlos Rodríguez Fraticelli Gilberto Gerena Valentín es uno de los personajes claves en el desarrollo de la comunidad puertorriqueña Edwin Meléndez and Carlos Vargas-Ramos, Editors en Nueva York. Gerena Valentín participó activamente en la fundación y desarrollo de las principales organizaciones puertorriqueñas de la postguerra, incluyendo el Congreso de Pueblos, el Desfile Puertorriqueño, la Asociación Nacional Puertorriqueña de Derechos Civiles, la Fiesta Folclórica Puertorriqueña y el Proyecto Puertorriqueño de Desarrollo Comunitario. Durante este periodo también fue líder sindical y comunitario, Comisionado de Derechos Humanos y concejal de la Ciudad de Nueva York. En sus memorias, Gilberto Gerena Valentín nos lleva al centro de las continuas luchas sindicales, políticas, sociales y culturales que los puertorriqueños fraguaron en Nueva York durante el periodo de a Gran Migracíón hasta los años setenta. -
Copyright by Cary Cordova 2005
Copyright by Cary Cordova 2005 The Dissertation Committee for Cary Cordova Certifies that this is the approved version of the following dissertation: THE HEART OF THE MISSION: LATINO ART AND IDENTITY IN SAN FRANCISCO Committee: Steven D. Hoelscher, Co-Supervisor Shelley Fisher Fishkin, Co-Supervisor Janet Davis David Montejano Deborah Paredez Shirley Thompson THE HEART OF THE MISSION: LATINO ART AND IDENTITY IN SAN FRANCISCO by Cary Cordova, B.A., M.A. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin December, 2005 Dedication To my parents, Jennifer Feeley and Solomon Cordova, and to our beloved San Francisco family of “beatnik” and “avant-garde” friends, Nancy Eichler, Ed and Anna Everett, Ellen Kernigan, and José Ramón Lerma. Acknowledgements For as long as I can remember, my most meaningful encounters with history emerged from first-hand accounts – autobiographies, diaries, articles, oral histories, scratchy recordings, and scraps of paper. This dissertation is a product of my encounters with many people, who made history a constant presence in my life. I am grateful to an expansive community of people who have assisted me with this project. This dissertation would not have been possible without the many people who sat down with me for countless hours to record their oral histories: Cesar Ascarrunz, Francisco Camplis, Luis Cervantes, Susan Cervantes, Maruja Cid, Carlos Cordova, Daniel del Solar, Martha Estrella, Juan Fuentes, Rupert Garcia, Yolanda Garfias Woo, Amelia “Mia” Galaviz de Gonzalez, Juan Gonzales, José Ramón Lerma, Andres Lopez, Yolanda Lopez, Carlos Loarca, Alejandro Murguía, Michael Nolan, Patricia Rodriguez, Peter Rodriguez, Nina Serrano, and René Yañez. -
Code-Switching and Translated/Untranslated Repetitions in Nuyorican Spanglish
E3S Web of Conferences 273, 12139 (2021) https://doi.org/10.1051/e3sconf/202127312139 INTERAGROMASH 2021 Code-switching and translated/untranslated repetitions in Nuyorican Spanglish Marina Semenova* Don State Technical University, 344000, Rostov-on-Don, Russia Abstract. Nuyorican Spanglish is a variety of Spanglish used primarily by people of Puerto Rican origin living in New York. Like many other varieties of the hybrid Spanglish idiom, it is based on extensive code- switching. The objective of the article is to discuss the main features of code-switching as a strategy in Nuyrican Spanglish applying the methods of linguistic, componential, distribution and statistical analysis. The paper focuses on prosiac and poetic texts created in Nuyrican Spanglish between 1978 and 2020, including the novel Yo-Yo Boing! by Giannina Braschi and 142 selected Boricua poems, which allows us to make certain observations on the philosophy and identity of Nuyorican Spanglish speakers. As a result, two types of code-switching as a strategy are denoted: external and internal code-switching for both written and oral speech forms. Further, it is concluded that repetition, also falling into two categories (translated and untranslated), embodies the core values of Nuyorican Spanglish (freedom of choice and focus on the linguistic personality) and reflects the philosophical basis for code-switching. 1 Introduction Nuyorican Spanglish is a Spanglish dialect used in New York’s East Side primarily by people of Puerto Rican origin, many of who are first- or second-generation New Yorkers. This means that Spanglish they use is rather the most effective way to communicate between English and Spanish cultures which come into an extremely intense contact in this cosmopolitan city. -
Introduction
Introduction Frederick Luis Aldama Scholar, playwright, spoken-word performer, award-winning poet, and avant-garde fiction author, since the 1980s Giannina Braschi has been creating up a storm in and around a panoply of Latinx hemispheric spaces. Her creative corpus reaches across different genres, regions, and historical epochs. Her critical works cover a wide range of subjects and authors, including Miguel de Cervantes, Garcilaso de la Vega, Juan Ramón Jiménez, Gustavo Adolfo Bécquer, Antonio Machado, César Vallejo, and García Lorca. Her dramatic poetry titles in Spanish include Asalto al tiempo (1981) and La comedia profana (1985). Her radically ex- perimental genre-bending titles include El imperio de los sueños (1988), the bilingual Yo-Yo Boing! (1998), and the English-penned United States of Banana (2011). With national and international awards and works ap- pearing in Swedish, Slovenian, Russian, and Italian, she is recognized as one of today’s foremost experimental Latinx authors. Her vibrant bilingually shaped creative expressions and innovation spring from her Latinidad, her Puerto Rican-ness that weaves in and through a planetary aesthetic sensibility. We discover as much in her work about US/Puerto Rico sociopolitical histories as we encounter the metaphysical and existential explorations of a Cervantes, Rabelais, Did- erot, Artaud, Joyce, Beckett, Stein, Borges, Cortázar, and Rosario Castel- lanos, for instance. With every flourish of her pen Braschi reminds us that in the distillation and reconstruction of the building blocks of the uni- verse there are no limits to what fiction can do. And, here too, the black scratches that form words and carefully composed blank spaces shape an absent world; her strict selection out of words and syntax is as important as the precise insertion of words and syntax to put us into the shoes of the “complicit reader” (Julio Cortázar’s term) to most productively interface, invest, and fill in the gaps of her storyworlds. -
College of Arts and Sciences
60 Study Abroad All students planning international study are strongly ate courses both here at Fairfield University and your encouraged to plan ahead to maximize program oppor- destination . Be sure to attend the Study Abroad Fair tunities and to ensure optimal match of major, minor, in September and attend a Study Abroad 101 session . previous language studies and intended destination . For Sophomores: attend a Study Abroad 101 meeting Study abroad is intended to build upon and enhance to get information about the application process and majors and minors and for this reason, program the steps required before your departure . Learn about choices will be carefully reviewed to ensure fit between your options and discuss them with your academic academics and destination . advisor, faculty, and family . For fall/spring programs in your Junior year: the deadline in February 1 . For Credits for studying abroad will only be granted for Juniors: you may study abroad during the fall of your academic work successfully completed in approved senior year at Fairfield programs for which grades international programs . All coursework must receive as well as credits are recorded . Applications are due pre-approval (coordinated through the International February 1 of Junior year to go abroad Fall of Senior Programs Office) . Only pre-approved courses, taken at year . To learn more about all our semester, summer, an approved program location, will be transcripted and spring break and intersession programs, consult with a accepted into a student’s curriculum . study abroad advisor or visit the study abroad website Fairfield University administers its own programs in for the current offerings . -
Quiz Study Guide 1 Sp 2013.Docx.Docx
MAS 10B Quiz #1 Study Guide Acuña: ● What is wrong with the myth that the U.S. “liberated” the land which was “unoccupied?” And to what extent was America NOT the “land of opportunity” for people of Mexican descent in the early 1900s? ● Name at least one positive outcome of the mining strikes and labor organizing in the mines. ● What led to the dramatic growth of population in the Southwest? ● Why were growers and capitalists forced to look toward Blacks in the South and Mexicans in the Southwest for the labor force at the end of the 1800s and into the early 1900s? ● What were some of the characteristics and conditions of the different types of labor (railroad, mining, farm work, for example)? ● How did Mexicans respond to the poor labor conditions in the fields and orchards? ● Flores Magon Brothers ● Why did Anti-Mexican hysteria develop as a result of the Great Depression of the 1930s? How does the nation react, both through policy and the treatment of Mexican Americans? Give specific examples of policies that affect Mexican Americans. ● Mutualistas ● Why was there a sharp increase of Mexican migration north during 1910-1920? ● “Mexican Schools”/Lemon Grove Incident ● Explain “Barrioization” and the factors that lead to the creation of ethnic enclaves. Describe the experience/s of at least one urban Mexican American community as detailed in Acuña. ● Repatriation/Federal Deportation Programs ● When did the Repatriation acts take place? ● What does Repatriation mean literally? ● What were the main causes of the Great Depression? ● Emma Tenayucca ● Rosalio Ronquillo ● LULAC ● Why did LULAC want to separate themselves from Mexican Immigrants? ● How was the participation and goals of the U.S. -
De-Conflating Latinos/As' Race and Ethnicity
UCLA Chicana/o Latina/o Law Review Title Los Confundidos: De-Conflating Latinos/As' Race and Ethnicity Permalink https://escholarship.org/uc/item/9nx2r4pj Journal Chicana/o Latina/o Law Review, 19(1) ISSN 1061-8899 Author Sandrino-Glasser, Gloria Publication Date 1998 DOI 10.5070/C7191021085 Peer reviewed eScholarship.org Powered by the California Digital Library University of California LOS CONFUNDIDOS: DE-CONFLATING LATINOS/AS' RACE AND ETHNICITY GLORIA SANDRmNO-GLASSERt INTRODUCTION ......................................................................................71 I. LATINOS: A DEMOGRAPHIC PORTRAIT ..............................................75 A. Latinos: Dispelling the Legacy of Homogenization ....................75 B. Los Confundidos: Who are We? (Qui6n Somos?) ...................77 1. Mexican-Americans: The Native Sons and D aughters .......................................................................77 2. Mainland Puerto Ricans: The Undecided ..............................81 3. Cuban-Americans: Last to Come, Most to Gain .....................85 II. THE CONFLATION: AN OVERVIEW ..................................................90 A. The Conflation in Context ........................................................95 1. The Conflation: Parts of the W hole ..........................................102 2. The Conflation Institutionalized: The Sums of All Parts ...........103 B. The Conflation: Concepts and Definitions ...................................104 1. N ationality ..............................................................................104 -
Voices of Feminism Oral History Project: Morales, Aurora Levins
Voices of Feminism Oral History Project Sophia Smith Collection, Smith College Northampton, MA AURORA LEVINS MORALES Interviewed by KELLY ANDERSON SEPTEMBER 28 and 30, 2005 Northampton, MA This interview was made possible with generous support from the Ford Foundation. © Sophia Smith Collection 2005 Sophia Smith Collection Voices of Feminism Oral History Project Narrator Aurora Levins Morales was born in Indiera, Puerto Rico in 1954 to a Puerto Rican mother and Jewish father. Raised on the island and then in Chicago, Levins Morales was surrounded by political debate and intellectual engagement. The youngest member of the Chicago Women’s Liberation Union, Levins Morales became an activist at an early age. Levins Morales relocated to the San Francisco Bay Area in the mid-70s where she immediately connected with movement organizations like the Puerto Rican Socialist Party and New Jewish Agenda and radical cultural groups like La Peña and the Berkeley Women’s Center. A poet and writer, Levins Morales work has been widely recognized among both North American feminist and Puerto Rican literary traditions. She was a contributor to This Bridge Called My Back (1983) and in 1986 published Getting Home Alive in collaboration with her mother, Rosario Morales. Levins Morales has written a prose poetry book on the history of Puerto Rican and related women and a collection of essays. Her fiction, poetry and non-fiction have been widely anthologized. She is recognized as an important contemporary Puerto Rican writer. As a historian, she has focused on documenting the history of Puerto Ricans in California through oral histories, collection of archival materials, and an exhibit. -
Aurora Levins Morales (1954- ) Poet, Activist, Historian Aurora Levins
Aurora Levins Morales (1954- ) Poet, activist, historian Aurora Levins Morales (1954-) was born in Indiera, Puerto Rico, to a U.S.-born Puerto Rican mother and a Jewish father. In 1967 they went to the United States. She has lived in Chicago, Minneapolis and Berkeley. She is a lecturer and a social activist deeply concerned with issues affecting third world people and most especially women. As a Puerto Rican writer Levins Morales deals with her Puerto Rican identity from a global perspective. She is a member of the Latina Feminist Group and she collaborated in the group’s project Telling To Live: Latina Feminist Testimonios (2001). Recurrent themes in her works and essays are sexual abuse, racial discrimination but also ecology and social justice. She shares with many other US women writers of color her use of hybrid forms (prose and poetry), mixture of personal and collective voices and the importance of a female ethnic heritage in the development of a female voice. Her first and most acclaimed work, Getting Home Alive (1986), was written in collaboration with her mother, Rosario Morales. It is a common project where both women pay homage to a multiple heritage where they find solace and refuge against discrimination and oppression. Important themes in Getting Home Alive are female Puerto Rican identity, third world and working-class feminism, women’s relationships, Puerto Rican multiple identity (Latin American, African, Jewish, North American), memory as a means of recovering a past heritage and writing as a means of self- discovery. Getting Home Alive is a hybrid collection of stories, poems and personal essays where their Puerto Rican identity is formally described as a mestiza identity, a crossroad of many diasporas. -
Aurora Levins Morales
Aurora Levins Morales Biography Quick Facts Aurora Levins Morales was born on February 24, 1954, in Castañer, * Born in 1954 Puerto Rico. She is the daughter of an American Jewish father and a * Puerto Rican Puerto Rican mother, author Rosario Morales. At age five, Aurora’s poet, short story mother taught her how to read; and soon after, she began writing poetry. writer, and When Levins Morales was 13-years-old, her family moved from their essayist home in Indiera, Puerto Rico to Chicago, Illinois, where she lived until she attended Franconia College in New Hampshire in 1972. She then * First published transferred to Oakland, California, where she earned an undergradu- work is entitled ate degree in creative writing and ethnic studies. Levins Morales also Getting Home holds an M.A. and Ph.D. from The Union Institute in Cincinnati, OH. Alive Throughout her life, Levins Morales has worked in a variety of different fields: marine biology, news and radio reporting, school administration, teaching, and research and activism in domestic and social movements in Latin America and the U.S. Levins Morales has been published in many journals and magazines, including Americas Review, Ms., Coming Up, Gay Community News, Cuentos: Stories by Latinas, and Revista Chicano-Riqueña. Most nota- bly, in 1981, Levins Morales was published in This Bridge Called My Back: Writings by Radical Women of Color, the first anthology of His- panic American women writers published in the United States. In 1986, Levins Morales co-authored, with her mother, a collection of short sto- ries, essays, prose poems, and poetry in English, entitled Getting Home Alive. -
A Description of Figurative Meaning Found in Michelle Branch’S the Spirit Room Album
A DESCRIPTION OF FIGURATIVE MEANING FOUND IN MICHELLE BRANCH’S THE SPIRIT ROOM ALBUM A PAPER WRITTEN BY NOVA SITUMEANG REG.NO. 172202009 ENGLISH DIPLOMA 3 STUDY PROGRAM FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA UTARA MEDAN 2020 Universitas Sumatera Utara . Universitas Sumatera Utara Universitas Sumatera Utara AUTHOR’S DECLARATION I the undersigned NOVA SITUMEANG, hereby declare that I am the sole author of this paper. To the best of my knowledge this paper contains no material previously published by any other person except where due acknowledgement has been made. This paper contains no material which has been accepted as part of the requirements of any other academic degree or non-degree program, in English or in any other language. Signed : Date : August, 2020 i Universitas Sumatera Utara COPYRIGHT DECLARATION Name : NOVA SITUMEANG Title of Paper : A DESCRIPTION OF FIGURATIVE MEANING FOUND IN MICHELLE BRANCH’S THE SPIRIT ROOM ALBUM Qualification : D-III / Ahli Madya Study Program : English language I hope that this paper should be available for reproduction at the direction the Librarian of English Diploma 3 Study Program, Faculty of Cultural Studies, University of Sumatera Utara on the understanding that users made aware to their obligation under law of the Republic of Indonesia. Signed : Date : August, 2020 ii Universitas Sumatera Utara ABSTRAK Judul dari kertas karya ini adalah “A Description of Figurative Meaning Found in Michelle Branch’s The Spirit Room Album”. Kertas Karya ini bertujuan untuk mendeskripsikan majas yang ditemukan di dalam lagu-lagu milik Michelle Branch pada Album The Spirit Room. Teknik yang digunakan untuk mendeskripsikan data ini yaitu dengan membaca lirik lagu Michelle Branch yang diambil dari Albumnya yang berjudul The Spirit Room. -
Leaves of Grass
Leaves of Grass by Walt Whitman AN ELECTRONIC CLASSICS SERIES PUBLICATION Leaves of Grass by Walt Whitman is a publication of The Electronic Classics Series. This Portable Document file is furnished free and without any charge of any kind. Any person using this document file, for any pur- pose, and in any way does so at his or her own risk. Neither the Pennsylvania State University nor Jim Manis, Editor, nor anyone associated with the Pennsylvania State University assumes any responsibility for the material contained within the document or for the file as an electronic transmission, in any way. Leaves of Grass by Walt Whitman, The Electronic Clas- sics Series, Jim Manis, Editor, PSU-Hazleton, Hazleton, PA 18202 is a Portable Document File produced as part of an ongoing publication project to bring classical works of literature, in English, to free and easy access of those wishing to make use of them. Jim Manis is a faculty member of the English Depart- ment of The Pennsylvania State University. This page and any preceding page(s) are restricted by copyright. The text of the following pages are not copyrighted within the United States; however, the fonts used may be. Cover Design: Jim Manis; image: Walt Whitman, age 37, frontispiece to Leaves of Grass, Fulton St., Brooklyn, N.Y., steel engraving by Samuel Hollyer from a lost da- guerreotype by Gabriel Harrison. Copyright © 2007 - 2013 The Pennsylvania State University is an equal opportunity university. Walt Whitman Contents LEAVES OF GRASS ............................................................... 13 BOOK I. INSCRIPTIONS..................................................... 14 One’s-Self I Sing .......................................................................................... 14 As I Ponder’d in Silence...............................................................................