Introduction: on Hispanophobia and Hispanophilia Across Time and Space
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Chapter Three the Genesis of the Black Legend
1 Chapter Three The Genesis of the Black Legend "Todo esto yo lo vide con mis ojos corporates mortales." Bartolomé de las Casas, 1504. "I saw all this with my very own eyes." “ I watched as the Lamb opened the first of the seven seals. Then I heard one of the four living creatures say in a voice like thunder, “Come!” I looked, and there before me was a white horse! Its rider held a bow, and he was given a crown, and he rode out as a conqueror bent on conquest.” [Revelation 6:1,2] Or, in Latin as Las Casas may have been accustomed to reading it “Et vidi quod aperuisset agnus unum de septem signaculis et audivi unum de quattuor animalibus dicentem tamquam vocem tonitrui veni. Et vidi et ecce equus albus et qui sedebat super illum habebat arcum et data est ei corona et exivit vincens ut vinceret.” 1Perhaps he also read it in Spanish: “Vi cuando el Cordero abrió uno de los sellos, y oí a uno de los cuatro seres vivientes decir como con voz un trueno: Ven y mira. Y miré, y he aquí un caballo banco; y el que lo montaba tenía un arco; le fue dada una corona, y salió venciendo, y para vencer.” "Like a partridge that hatches eggs it did not lay is the man who gains riches by unjust means." Jeremiah 17:11 Next to climbing aboard a ship for a long journey, there is probably nothing more exciting than getting off that same ship! Especially if after a long voyage, sometimes made terrifying by the perils of the sea. -
Representations of Spain in Early Modern English Drama
Saugata Bhaduri Polycolonial Angst: Representations of Spain in Early Modern English Drama One of the important questions that this conference1 requires us to explore is how Spain was represented in early modern English theatre, and to examine such representation especially against the backdrop of the emergence of these two nations as arguably the most important players in the unfolding game of global imperialism. This is precisely what this article proposes to do: to take up representative English plays of the period belonging to the Anglo-Spanish War (1585–1604) which do mention Spain, analyse what the nature of their treat- ment of Spain is and hypothesise as to what may have been the reasons behind such a treatment.2 Given that England and Spain were at bitter war during these twenty years, and given furthermore that these two nations were the most prominent rivals in the global carving of the colonial pie that had already begun during this period, the commonsensical expectation from such plays, about the way Spain would be represented in them, should be of unambiguous Hispanophobia. There were several contextual reasons to occasion widespread Hispanophobia in the period. While Henry VIII’s marriage to Catherine of Aragon (1509) and its subsequent annulment (1533) had already sufficiently complicated Anglo-Hispanic relations, and their daughter Queen Mary I’s marriage to Philip II of Spain (1554) and his subsequent becoming the King of England and Ireland further aggravated the 1 The conference referred to here is the International Conference on Theatre Cultures within Globalizing Empires: Looking at Early Modern England and Spain, organised by the ERC Project “Early Modern European Drama and the Cultural Net (DramaNet),” at the Freie Universität, Ber- lin, November 15–16, 2012, where the preliminary version of this article was presented. -
Max Weber Programme Annual Report on 201/17
ANNUAL REPORT ACADEMIC YEAR 2016-2017 The Max Weber Programme for Postdoctoral Studies ANNUAL REPORT ACADEMIC YEAR 2016/17 MAX WEBER PROGRAMME FOR POSTDOCTORAL STUDIES European University Institute Badia Fiesolana Via dei Roccettini, 9 50014 San Domenico di Fiesole (FI) – Italy Email: [email protected] www.eui.eu/MaxWeberProgramme PUBLISHED IN ITALY IN NOVEMBER 2017 BY THE EUROPEAN UNIVERSITY INSTITUTE © EUROPEAN UNIVERSITY INSTITUTE, 2017 The European Commission supports the EUI through the European Union budget. This publication reflects the views only of the author(s), and the Commission cannot be held responsible for any use which may be made of the information contained therein. Contents FOREWORD BY RICHARD BELLAMY, DIRECTOR OF THE MAX WEBER PROGRAMME 5 MAX WEBER PROGRAMME IN 2016-2017 STATISTICS 7 1. APPLICATIONS FOR THE 2016-2017 MAX WEBER FELLOWSHIPS 7 2. MAX WEBER FELLOWS: THE 2016-2017 COHORT 9 3. MAX WEBER FELLOWS AND THE JOB MARKET 13 MAX WEBER PROGRAMME ACTIVITIES 14 1. ACADEMIC PRACTICE 14 2. MULTIDISCIPLINARY RESEARCH 19 MAX WEBER PROGRAMME ACTIVITIES FEEDBACK 36 1. EVALUATION SURVEY 36 2. ACADEMIC PRACTICE GROUP REPORTS 40 3. THEMATIC GROUP REPORTS 43 MAX WEBER PROGRAMME ACADEMIC CAREERS OBSERVATORY (ACO) 47 MAX WEBER PROGRAMME STEERING COMMITTEE 48 MAX WEBER PROGRAMME TEAM 48 MAX WEBER FELLOWS 49 MAX WEBER PROGRAMME FOR POSTDOCTORAL STUDIES Foreword his report covers the first year of the Max Weber Programme Tsince moving to its new home in Villa Paola. As the report shows, it also coincided with yet another high number of applications to the Programme, and the largest intake of new Fellows so far. -
Literary Hispanophobia and Hispanophilia in Britain and the Low Countries (1550-1850) License CC BY-NC-ND Link to Publication
UvA-DARE (Digital Academic Repository) Introduction: On Hispanophobia and Hispanophila across time and space Rodríguez Pérez, Y. DOI 10.26530/OAPEN_1006718 10.1515/9789048541935 Publication date 2020 Document Version Final published version Published in Literary Hispanophobia and Hispanophilia in Britain and the Low Countries (1550-1850) License CC BY-NC-ND Link to publication Citation for published version (APA): Rodríguez Pérez, Y. (2020). Introduction: On Hispanophobia and Hispanophila across time and space. In Y. Rodríguez Pérez (Ed.), Literary Hispanophobia and Hispanophilia in Britain and the Low Countries (1550-1850) (pp. 11-45). (Heritage and Memory Studies; Vol. 10). Amsterdam University Press. https://doi.org/10.26530/OAPEN_1006718, https://doi.org/10.1515/9789048541935 General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl) Download date:02 Oct 2021 Introduction: On Hispanophobia and Hispanophilia across Time and Space Yolanda Rodríguez Pérez Abstract This introductory chapter puts the case studies presented in this edited volume into a broader historical and theoretical context. -
University of Dundee MASTER of PHILOSOPHY Changing British Perceptions of Spain in Times of War and Revolution, 1808 to 1838
University of Dundee MASTER OF PHILOSOPHY Changing British Perceptions of Spain in Times of War and Revolution, 1808 to 1838 Holsman, John Robert Award date: 2014 Link to publication General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 29. Sep. 2021 MASTER OF PHILOSOPHY Changing British Perceptions of Spain in Times of War and Revolution, 1808 to 1838 John Robert Holsman 2014 University of Dundee Conditions for Use and Duplication Copyright of this work belongs to the author unless otherwise identified in the body of the thesis. It is permitted to use and duplicate this work only for personal and non-commercial research, study or criticism/review. You must obtain prior written consent from the author for any other use. Any quotation from this thesis must be acknowledged using the normal academic conventions. It is not permitted to supply the whole or part of this thesis to any other person or to post the same on any website or other online location without the prior written consent of the author. -
Battleground Perceptions in the Portuguese Early Modern Atlantic
WIH0010.1177/0968344517725540War in HistoryDantas da Cruz 725540research-article2018 Original Article War in History 1 –26 From Flanders to Pernambuco: © The Author(s) 2018 Reprints and permissions: Battleground Perceptions in sagepub.co.uk/journalsPermissions.nav https://doi.org/10.1177/0968344517725540DOI: 10.1177/0968344517725540 the Portuguese Early Modern journals.sagepub.com/home/wih Atlantic World Miguel Dantas da Cruz Instituto de Ciências Sociais – Lisbon University, Portugal Abstract This article addresses the way the Portuguese experience in the seventeenth-century battlefields of Flanders, during the Iberian Union (1580–1640), reshaped Portuguese military thought and culture. It argues that their traditional martial perceptions – almost exclusively based in imperial experiences, especially against the Muslims in North Africa and in India – were transformed by the direct exposure to Spanish military endeavours in Europe. It also argues that the experience in Flanders resurfaced in the South Atlantic, in all its religious and political dimensions, transforming the prestige of Brazil as a battlefield. Finally, the article revisits the way the Flanders experience poisoned Spanish–Portuguese relations. Keywords Portuguese Atlantic, Iberian Union, War of Flanders, martial imaginary, battleground perceptions Introduction King Sebastian, in his attempt to go to North Africa, to attack the Moors himself, beyond being moved by the zeal of exalting the Catholic Faith, and spreading the Christian religion, had the example of all of his ancestors, who were always the Generals of their own Arms, and the first ones to attack. King John I went in person to take Ceuta with his four sons in a massive fleet. Afonso V went himself three times…to carry on with the war on the Berber Coast, where he achieved many victories… Manuel I was also determined to go there, carrying on with this Corresponding author: Miguel Dantas da Cruz, Instituto de Ciências Sociais – Lisbon University, Av. -
Using Cultural Cognition for Learning English: a Mexican Immigrant Family's Perspective Cherri Louise Brown Walden University
Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2016 Using Cultural Cognition for Learning English: A Mexican Immigrant Family's Perspective Cherri Louise Brown Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Psychology Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Cherri Brown has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Yoly Zentella, Committee Chairperson, Psychology Faculty Dr. Stephen Rice, Committee Member, Psychology Faculty Dr. Jonathan Cabiria, University Reviewer, Psychology Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2016 Abstract Using Cultural Cognition for Learning English: A Mexican Immigrant Family’s Perspective by Cherri Louise Brown MBA, New York Institute of Technology, 2008 BA, Mount Holyoke College, 2001 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Psychology Walden University October 2016 Abstract The research problem focused on the 11 million Mexican immigrant families in the United States who speak little or no English. Their stated needs for English literacy, socioeconomic and academic success, and the increasing calls for xenophobic legislation throughout the nation indicated a need to investigate alternative pedagogies to compel positive social change through language fluency. -
The Spanish Legacy in North America and the Historical Imagination Author(S): David J
The Spanish Legacy in North America and the Historical Imagination Author(s): David J. Weber Source: The Western Historical Quarterly, Vol. 23, No. 1, (Feb., 1992), pp. 5-24 Published by: Western Historical Quarterly, Utah State University on behalf of the The Western History Association Stable URL: http://www.jstor.org/stable/970249 Accessed: 02/06/2008 14:18 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=whq. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We enable the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact [email protected]. http://www.jstor.org DavidJ. Weber Twenty-ninth President of the Western History Association TheSpanish Legacy in NorthAmerica and the HistoricalImagination1 DAVIDJ.WEBER The past is a foreign country whose features are shaped by today's predilections, its strangeness domesticated by our own preservation of its vestiges. -
ISLAMOPHOBIA's TRANSNATIONAL and SETTLER COLONIAL REALITIES GAPS WITHIN ETHNIC STUDIES NARRATIVES a Thesis Submitted to the Fa
ISLAMOPHOBIA’S TRANSNATIONAL AND SETTLER COLONIAL REALITIES GAPS WITHIN ETHNIC STUDIES NARRATIVES AS A Thesis submitted to the faculty of San Francisco State University 3C, In partial fulfillment of 2 Oft the requirements for the Degree ETV\5T .m - Master of Arts In Ethnic Studies by Heather Porter Abu Deiab San Francisco, California May 2016 Copyright by Heather Porter Abu Deiab 2016 CERTIFICATION OF APPROVAL I certify that I have read Islamophobia’s Transnational and Settler Colonial Realities: Gaps Within Ethnic Studies Narratives by Heather Porter Abu Deiab, and that in my opinion this work meets the criteria for approving a thesis submitted in partial fulfillment of the requirement for the degree Master of Arts in Ethnic Studies at San Francisco State University. Rabab Abdulhadi, Ph.D. Associate Professoj^f Race and Resistance Studies Professor of American Indian Studies Assistant Professor of Women and Gender Studies ISLAMOPHOBIA’S TRANSNATIONAL AND SETTLER COLONIAL REALITIES: GAPS WITHIN ETHNIC STUDIES NARRATIVES Heather Porter Abu Deiab San Francisco, California 2016 This research traces Islamophobia from 1492 Spain to its institutionalization in the U.S. settler colonial state in 1776.1 argue that settler colonial projects against Indigenous communities and colonized communities inform concepts of race that has developed U.S. Islamophobia and its distinct justifications. My project argues for the centrality of this history of Islamophobia and racial and religious oppression to theoretical frameworks within influential critical race studies and ethnic studies. I offer the tools of transnational and intersectional feminism, and recognition of settler colonialism as intertwined with European colonization as an approach to better incorporate these narratives. -
The Trump Effect: Impacts of Political Rhetoric on Minorities and America’S Image
The Trump Effect: Impacts of Political Rhetoric on Minorities and America’s Image The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Luqman, Maali. 2018. The Trump Effect: Impacts of Political Rhetoric on Minorities and America’s Image. Master's thesis, Harvard Extension School. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:42004012 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA The Trump Effect: Impacts of Political Rhetoric on Minorities and America’s Image Maali Luqman Field of International Relations Master of Liberal Arts in Extension Studies Harvard University March 2018 © 2018 Maali Luqman Abstract This thesis addresses the impact of President Donald Trump’s negative rhetoric on minority groups in the United States and how this has a ripple effect on America’s global image and international relations. This research is on the national stability of the United States following the Trump campaign with an analysis of the effects of Trump's divisive political rhetoric. It begins with a brief background on Trump’s path to presidency and follows up by distinguishing between hate speech and free speech. Next, it introduces the five main minority groups most affected by Trump’s political rhetoric. Following the identified minorities, the research method is introduced followed by the findings and a final conclusion on the impact of Trump’s language on the studied groups and the implications this has on US global affairs. -
La Leyenda Negra in British and American Children's Literature: 1583 to the Present
La Leyenda Negra in British and American Children's Literature: 1583 to the Present Horacio Sierra University of Florida It has now been more than 400 years since the Spanish Golden Age novelist and satirist Francisco de Quevedo y Villegas first commented on the anti-Hispanic phenomenon that carne to be known as La Leyenda Negra, the Black Legend, in his treatise España Defendida. While a significant amount of literary, historical, and cultural research has been completed by scholars both in Spain and abroad regarding the origins and evolution of La Leyenda Negra, little, if any, research has focused on the propagation of the legend in children's literature, particularly in the literature produced for British and American children. Karen Sánchez-Eppler notes the link between "the processes of national forma- tion" and children's literature, remarking that "the nineteenth century motivated the production of a veritable sea of cheap moral tracts for children" whose rhetoric "explicitly articúlate the felt similitudes between the national projects of raising good, white, middle-class, Christian, American children and that of raising an economic and cultural American empire" (399). The challenge in applying such a statement to depictions of Spain, Spaniards, and the Spanish New World in British and American children's literature is heightened by the knowledge that anyone truly familiar with Spain possesses: the Spanish can raise "good, white, middle-class, Christian" children as well as any of its European counterparts. A brief examination of the origins of La Leyenda Negra will serve to illustrate how English-language children's literature that deals with the Híspanle world problematizes the Spanish reality (intentionally or not) through xenophobic, religiously bigoted, and ethnically prejudiced representa tions.' In respect to books that deal with history in one form or another, there is an "assumption that children are an identifiable group that requires a particular kind of text written for it by a superior group" 124 'MESTER, VOL. -
Defending Against a Death by English
Defending Against A "Death By English"' English-Only, Spanish-Only, and a Gringa's Suggestions for Community Support of Language Rights Kenya Hartt Introdu ction .............................................................................................................178 I. Language Minorities and Language Legislation in the United States .................182 A . Im m igrants and Imm igration .........................................................................182 B . M inority Languages ............................................. ..................................... 184 C . The English-Only M ovem ent ........................................................................185 II. English-Only, Spanish-Only, and First Amendment Interests ...........................189 A. Article 28 and Yniguez v. Arizonans for Official English ............................191 1. Article 28 of the Arizona Constitution ....................................................191 2. Yniguez v. Arizonans for Official English ..............................................192 a. C on struction ........................................................................................192 b. Overbreadth and the First Amendment ...............................................193 c. Public Em ployee Speech .....................................................................194 d. Additional Issues: Speech v. Expressive Conduct and Affirmative v. N egative R ights ...............................................................................197 e. The Concurrence