Curriculum Vitae Laura Barbas Rhoden July 2020 Department Of
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Curriculum Vitae Laura Barbas Rhoden July 2020 Department of Modern Languages, Literatures, and Cultures Wofford College 429 N. Church Street Spartanburg, SC 29303 864.597.4513 (phone) [email protected] Education Ph.D., Spanish, Tulane University, 2000. Dissertation: "The Fictionalization of History in Central American Women's Narrative, 1966-1996" M.A., Latin American Studies, Tulane University, 1997. Thesis: "La representación de la revolución nicaragüense en La montaña es algo más que una inmensa estepa verde de Cabezas, La mujer habitada de Belli y La insurrección de Skármeta" B.A., Spanish, The University of Georgia, First Honor Graduate and Summa cum laude, 1995. Certificate, Global Policy Studies Phi Beta Kappa Areas of Specialization and Research Ecocriticism & the Environmental Humanities Community-Engaged Teaching & Learning Public Scholarship Central American Literature Scholarship of Teaching & Learning (Modern Languages, CBL, and Environmental Humanities) Courses Taught (3-1-3 teaching load) Advanced Spanish with Community-Based Learning Latin American literature & culture (contemporary narrative fiction, non-fiction, film, cultural studies) Latin American Environmental Humanities Community-Engaged Global Learning for Students in Spanish Barbas Rhoden 2 Leadership Experience Co-President, Association for the Study of Literature & the Environment, 2020-21 Founder and Steering Committee Member, Alianza Spartanburg. 2012-present • Alianza Spartanburg (formerly Hispanic Alliance) is a social impact network that facilitates, encourages, and promotes the inclusion of members of the Hispanic/Latinx community in improving quality of life in Spartanburg. • Alianza convenes monthly meetings; participation has grown from five to over three dozen attendees, with a mailing list over one hundred and collaborators from all sectors. • Alianza is a strategic partner for initiatives involving equity, education, health, and rights in our community. The Alianza has participated in local and state community health assessments (2012 and 2019); provided speakers for community events; sponsored legal clinics; and advocated for health equity and equity in access to educational opportunity. Co-Diversity Officer, Association for the Study of Literature & the Environment, 2017-2019 • Promote equity and inclusion in organizational work with regard to demographic diversity and participation in the organization by members of all backgrounds, including those historically underrepresented in ASLE. • Liaise with officers, executive council members, special interest section coordinators, and conference organizers of ASLE to foreground the importance of demographic diversity and inclusion within the organization. Faculty Consulting Fellow, Academic Civic Engagement Community Engaged Faculty Fellows Program, 2017-19 • Collaborate with the Center for Community-Based Learning and Center for Innovation Learning on the design, implementation, and evaluation of support structures for faculty undertaking curricular work in community-based and service learning. • Support faculty in one-on-one and small group settings in imagining project arcs; managing timelines, logistics, and work flow related to partnership-building work; and designing curricular materials for community-engaged learning courses. Coordinator of Spanish Program, Wofford College, 2008-2013 • Between 9-14% of Wofford Classes 2009-2013 completed the Spanish major, and 40% of students placed in Spanish at the intermediate level continue beyond the requirement. • Wofford consistently ranks in the top 5 nationally among baccalaureate institutions in the percentage of students receiving academic credit for study abroad. Professional Experience Professor of Spanish, Wofford College, 2015-present. Co-PI and Co-Director, with Kaye Savage, of the Arthur Vining Davis High Impact Curriculum Fellows program, Wofford College, 2012-15. The Curriculum Fellows Program underwrote teams comprised of one high school teacher, one college faculty member, and one college student, and supported them with funding and programming as they worked collaboratively over the course of a year to prepare classroom-ready materials in an area the teacher identified as a challenge. There have been over 24,000 downloads of the archived curriculum units. Barbas Rhoden 3 Coordinator of Spanish program, Wofford College, 2008-2013. The Spanish program is comprised of 6 tenure-track lines, 1 staff position, and 2-3 visiting instructor positions. Spanish is consistently ranked as the 3rd or 4th largest major at the College. Wofford Spanish is a Top 100 program for number of graduates according to ADFL rankings. Associate Professor of Spanish, Wofford College, 2005-2015. Assistant Professor of Spanish, Wofford College, 2000-2005. Graduate Assistant, Stone Center for Latin American Studies, Tulane University, 1995-2000. Coordinator, federally-funded summer workshop for k-12 teachers in Guadalajara, Mexico. Center for Latin American Studies, Tulane University, and the Universidad de Guadalajara, 1999. Associate Editor, La Prensa (bilingual weekly newspaper), New Orleans, 1999. Assistant to the Director, Latin American Curriculum Resource Center, Stone Center for Latin American Studies, Tulane University, 1997-1999. Teaching and Research Assistant, Department of Spanish and Portuguese, Tulane University, 1995-2000. Publications: Monographs Ecological Imaginations in Latin American Fiction. University Press of Florida, 2011. Writing Women in Central America. Gender and the Fictionalization of History. Ohio University Press, 2003. Journal Articles “Bringing Innovation Theory to Practice in a Program Model for Collaborative Knowledge Building: The Curriculum Fellows Program.” Co-authored with Beate Brunow and Sydnie Mick. Partnerships 8.1 (2017): 28-42. “Activismo medioambiental multimodal en el Triángulo Norte de Centroamérica: medios digitales patrimonio biocultural y de-colonialidad” [“Multimodal environmental activism in the Northern Triangle of Central America: digital media, biocultural heritage, and decoloniality”]. Millars. Espai i historia 40.1 (2016): 155-77. "Teaching ‘Global Learning’ through the Ecotestimonio: Ojos negros by Eduardo Sguiglia in Class," Studies in Twentieth and Twenty-First Century Literature 39.2 (2015). “Eco-Digital Pedagogies: Why and How Teaching the Green Humanities Can Shape Change.” Green Humanities 1.1 (Winter 2015). "Hacia una ecocrítica transnacional: aportes de la filosofía y estudios culturales latinoamericanos" [Toward a transnational ecocriticism: contributions from Latin American philosophy and cultural studies]. Revista de crítica literaria latinoamericana. Revista de crítica literaria latinoamericana 79 (2014): 79-96. Barbas Rhoden 4 “Connecting Curriculum to Context: Our Story of Two Liberal Arts College Spanish Programs Engaged in a Changing South.” Co-authored with Julee Tate. PRISM: A Journal of Regional Engagement 3.1 (2014). "Questioning Modernity, Affirming Resilience: Eco-pedagogies for Anacristina Rossi’s La loca de Gandoca and Homero Aridjis’ ¿En quién piensas cuando haces el amor? Co-authored with Sofía Kearns. Review 85 (2012). "Toward an Inclusive Eco-Cosmopolitanism: Bilingual Children's Literature in the United States." ISLE 18.2 (Spring 2011): 359-76. “Biopolitics and the Critique of Neoliberalism in El corazón del silencio by Tatiana Lobo.” A Contracorriente 8.1 (2010). “Ecology, Coloniality, Modernity: Argentine Fictions of Tierra del Fuego.” Mosaic: A Journal for the Interdisciplinary Study of Literature 41.1 (2008). "Gender, Violence, and Narrative: A Study of Two Costa Rican Novels." Studies in Twentieth and Twenty-First Century Literature 32.1 (2008). "Greening Central American Literature." ISLE: Interdisciplinary Studies in Literature and the Environment 12.1 (Winter 2005). Colonial Realities and Fictional Truths in the Narratives of Tatiana Lobo." Hispanófila 137 (2003): 127-40. “Calypso en la modernidad: contrapuntos y respuestas.” [“Calypso in modernity: counterpoints and responses.”] Trans. Sergio Gómez Atencio. Revista Comunicación. 12.23 (Nov 2002): 73-79. “The Quest for the Mother in the Novels of Gioconda Belli." Letras femeninas 26.1-2 (Spring-Fall 2000): 81-97. "Lecturas feministas del pasado colonial en Asalto al paraíso de Tatiana Lobo." [“Feminist readings of the colonial past in Asalto al paraíso by Tatiana Lobo.”] Káñina: Revista de Artes y Letras de la Universidad de Costa Rica." 23.3 (1999): 17-23. "El papel del testimonio después de la victoria: Omar Cabezas y el discurso revolucionario en Nicaragua." [“The role of testimonio after the victory: Omar Cabezas and revolutionary discourse in Nicaragua.”] Confluencia 14.2 (Spring 1999): 63-75. Chapters and Invited Chapters in Edited Collections “Critical Environmental Humanities Approaches to Teaching Central American Texts in Undergraduate Curricula.” Teaching Central American Literature as Global Literature. MLA Series Options for Teaching. Eds. Mónica Albizúrez and Gloria Chacón. Forthcoming. “The Representation of Slow Violence and the Spatiality of Injustice in Y tu mamá también and Temporada de patos.” Ecofiction and Ecorealities: Slow Violence and the Environment in Latin Barbas Rhoden 5 America and the Hispanic/Latino/a/Latinx World. Eds. Ilka Kressner, Elizabeth Pettinaroli, and Ana María Mutis. Routledge, 2020. Co-authored with Beate Brunow and Britton W. Newman. “Introducing, Assessing, and Scaling Up Environmental Literacy as a Global Literacy in Modern Languages: Lessons from a