Alurista Papers CEMA 21
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Paula Gunn Allen
The Andrew Norman Guest Lecturer Series 1988: Frank Waters, “Change in the Southwest” 1990: Paula Gunn Allen, “Women’s Spiritual Tradition: A Native American Example” 1991: Rudolfo Anaya, “Saving Our Culture: Kookooee Story” 1992: Patricia Nelson-Limerick, “The Re-envisioning of the American West” 1993: David Carrasco, “From Excavation to Exhibition: The Making of ‘Aztec: The world of Moctezuma’” 1994: David Weber, “The Transformation of North America: Hispanic Legacies” 1995: Charles Wilkinson, “Honoring the Work and Worldview of the Continent’s First Peoples: The Case of the Anasazi Sites of the Colorado Plateau” 1996: George Sanchez, “Race, Immigration, and the Rise of Nativism in Late Twentieth Century America” 1997: James Welch, “Looking for Buffalo Bill” 1998: John Mack Faragher, “The Frontier and West in Our Time” 1999: Linda Hogan, “Writing from the Land: A Reading and Conversation with Linda Hogan” 2000: Euchee Indians, “A Celebration of Euchee Indian Culture and Tradition” 2001: Brent Michael Davids, “The Last of James Fenimore Cooper: New Music by Brent Michael Davids (Mohicans).” 2002: Martha Sandweiss, “Print the Legend: Photography and the Nineteenth-Century West” 2003: Ana Alonso, “The Discourse of ‘Mestizaje’ on Both Sides of the Border: Vasconcelos and Anzaldúa” 2004: Demetria Martinez, Writing in the Margins: Poetry and Other Explorations” 2005: James Brooks, “Mesa of Sorrows: Archaeology, Purity, and Prophetic Violence in the American Southwest” 2006: Karen Chamberlain, “Southwest Solitude: Seduced by a Canyon Oasis” -
Bless Me, Ultima
The Limits of the Representative Text: Women on the Margins in Rudolfo Anaya’s Bless Me, Ultima Kayleigh Rhatigan In my research, I explored the representations of women in the 1972 novel Bless Me, Ultima by Rudolfo Anaya to show the limits of using texts as representations of diversity. Ultima as a Representative Text Jodi Melamed: literary studies “has been persistently defined within postwar orders as a privileged tool that white Americans can use to get to know difference— to learn the supposed inside stories of people of color.” (Represent and Destroy, 2011, pp. XVI) Image Source: https://mainehumanities.org/event/lets-talk-about-it-220/ I became interested in the way teachers represent Bless Me, Ultima when a teacher at my high school told me that he let his students choose between reading Bless Me, Ultima and reading Ceremony by Leslie Marmon Silko. These two books are very different from each other except that they both bring “diversity” to a traditional canon dominated by white, male authors. But why are they interchangeable? In her 2011 book Represent and Destroy, Jodi Melamed argues that, after the canon wars of the 1980s, educational institutions began using texts by people of color as cultural representatives. These methods of literary studies continue to exist within secondary education. For example, the National Endowment for the Arts Big Read Program created a teaching guide for Ultima that treats the novel as a repository of cultural information and invites students to compare their own cultures to the protagonist Antonio’s without considering differences in privilege. In effect, it encourages teachers to use Ultima to teach students about difference as a concept, rather than considering the novel holistically as a literary text. -
A Case for Relational Identity in Sandra Cisneros's the House on Mango Street
Brigham Young University BYU ScholarsArchive Theses and Dissertations 2008-11-08 Rethinking the Historical Lens: A Case for Relational Identity in Sandra Cisneros's The House on Mango Street Annalisa Wiggins Brigham Young University - Provo Follow this and additional works at: https://scholarsarchive.byu.edu/etd Part of the English Language and Literature Commons BYU ScholarsArchive Citation Wiggins, Annalisa, "Rethinking the Historical Lens: A Case for Relational Identity in Sandra Cisneros's The House on Mango Street" (2008). Theses and Dissertations. 1649. https://scholarsarchive.byu.edu/etd/1649 This Thesis is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Rethinking the Historical Lens: A Case for Relational Identity in Sandra Cisneros’s The House on Mango Street by Annalisa Waite Wiggins A thesis submitted to the faculty of Brigham Young University in partial fulfillment of the requirements for the degree of Master of Arts Department of English Brigham Young University December 2008 BRIGHAM YOUNG UNIVERSITY GRADUATE COMMITTEE APPROVAL of a thesis submitted by Annalisa Waite Wiggins This thesis has been read by each member of the following graduate committee and by majority vote has been found to be satisfactory. ______________________________ ____________________________________ Date Trenton L. Hickman, Chair -
Course Catalog 2021–2022 Brooksb School
ACADEMIC POLICIES AND COURSE CATALOG 2021 –2022 BROOKSB SCHOOL B R O O K S S C H O O L ACADEMIC POLICIES & COURSE CATALOG 2021-2022 Brooks School does not discriminate on the basis of race, gender, color, sexual orientation, disability, or religion in the administration of its education policies, admission policies, employment policies, financial aid and loan programs, athletic programs, and other School-administered programs and activities. Last updated: April 19, 2021 by Susanna Waters, Academic Dean Questions or comments? Email: [email protected] INDEX Introduction ................................. 2 ACADEMIC POLICIES Requirements ............................... 3 Diploma Requirements Departmental Graduation Requirements Course Load Promotion Requirements General Policies ........................... 5 Grading System Effort Marks Policies Regarding Course Assignments Pass/Fail Status Credit Policies Adding/Dropping Courses AP Courses & Exams Independent Study Online Learning Winter Term Sixth Form Spring Projects Summer Course Work Academic Honors .......................... 8 Honor Roll Cum Laude Society Academic Probation ..................... 8 Academic Integrity ....................... 9 Class Attendance .......................... 10 The Learning Center ................... 10 COURSE CATALOG Arts ................................................ 11 Music Theater Visual Arts World Languages …..................... 18 Latin Mandarin Chinese French Spanish English .......................................... 24 History ......................................... -
Writ 205A, Poetry
ENGLISH 251: DEVELOPMENTS IN CONTEMPORARY POETRY Spring Semester 2014 M/W/F 9:00–9:50 AM, Clough Hall 302 CRN: 24753 Dr. Caki Wilkinson Office: Palmer 304 Phone: x3426 Office hours: M/W 12:00-1:30 PM, and by appt. Email: [email protected] TEXT Ramazani, Jahan, Richard Ellmann, and Robert O’Clair, eds. The Norton Anthology of Modern and Contemporary Poetry. 3rd ed. New York: W.W. Norton, 2003. COURSE DESCRIPTION An introduction to poetry written in English during the latter half of the twentieth century, this course will examine some key developments in poetic style and sensibility after modernism. Our readings and discussions will address both the sound and the sense of poems. We will look closely at linguistic elements such as diction, syntax, and rhythm, considering the ways postwar poets distinguished themselves from their modernist predecessors. Additionally, course discussion will focus on postwar movements and schools such as confessional poetry, the Beats, the New York school, and the Black Arts movement, as well as trends in postcolonial and ethnic- American poetry. COURSE REQUIREMENTS Papers You will write three papers for this course: two shorter papers (3-4 pages or 900-1200 words) and a longer final paper (10-12 pages or 3000-3600 words). The first two papers will present close readings of several poems based only on your own reading (i.e. no secondary sources). The final paper will explore a theme or trend in the work of two or three poets, and it must incorporate at least two but no more than five secondary sources. -
Rudolfo Anaya Annotated Source Reference Bibliography
Rudolfo Anaya Annotated Source Reference Bibliography Sophie Ell Critical Readers 1. Fernández Olmos, Margarite. Rudolfo A. Anaya: A Critical Companion. Westport: Greenwood Press, 1999. In this volume, published in 1999, Margarite Fernández Olmos provides an overview and analysis of several novels by Rudolfo Anaya, including Bless Me Ultima (1972), Heart of Aztlán (1976), Tortuga (1979), Alburquerque (1992), Zia summer (1995), Rio Grande Fall (1996), and Jalamanta (1996). Each chapter begins with a brief contextualization of the novel’s writing, publication, and reception. The overview then covers the plot development, setting, narrative strategies, and characterization in each novel, proceeding to offer critical readings of the particular style and notable themes of the various works. Furthermore, Fernández Olmos suggests alternative reading perspectives, such as a postcolonial view of Alburquerque, a feminist analysis of Rio Grande Fall, or a critical examination of archetypal myth in Bless Me, Ultima. While each chapter can stand alone, when put together they offer important insights into the author’s overall literary trajectory. This larger perspective highlights Anaya’s prolific career as one marked by experimentation with different genres, forms, and styles, while maintaining thematic threads that can be traced through most of his prose fiction, as well as his poetry, essays, and plays. 2. González-T., César A. Rudolfo A. Anaya: Focus on Criticism. La Jolla, CA: Lalo Press, 1990. Published in 1990, Focus on Criticism was the first critical anthology dedicated to a Chicano author. A range of scholars and literary critics have contributed their studies of Anaya’s work to create a varied and rich collection that examines Chicano literature, for the first time, according to the conventions and standards of general literary criticism in the U.S. -
Ethnic Studies Review (ESR) Is the Journal of the National Association for Ethnic Studies (NAES)
The National Association for Ethnic Studies Ethnic Studies Review (ESR) is the journal of the National Association for Ethnic Studies (NAES). ESR is a multi-disciplinary international journal devoted to the study of ethnicity, ethnic groups and their cultures, and intergroup relations. NAES has as its basic purpose the promotion of activities and scholarship in the field of Ethnic Studies. The Association is open to any person or institution and serves as a forum for its members in promoting research, study, and curriculum as well as producing publications of interest in the field. NAES sponsors an annual spring conference. General Editor: Faythe E. Turner, Greenfield Community College Book Review Editor: Jonathan A. Majak, University of Wisconsin-Lacrosse Editorial Advisory Board Edna Acosta-Belen Rhett S. Jones University at Albany, SUNY Brown University Jorge A. Bustamante Paul Lauter El Colegio de la Frontera Norte (Mexico) Trinity College Duane W. Champagne Robert L. Perry University of California, Los Angeles Eastern Michigan University Laura Coltelli Otis L. Scott Universita de Pisa (Italy) California State University Sacramento Russell Endo Alan J. Spector University of Colorado Purdue University, Calumet David M. Gradwohl K. Victor Ujimoto Iowa State University University of Guelph (Canada) Maria Herrera-Sobek John C. Walter University of California, Irvine University of Washington Evelyn Hu-DeHart Bernard Young University of Colorado, Boulder Arizona State University Designed by Eileen Claveloux Ethnic Studies Review (ESR) is published by the National Associaton for Ethnic Studies for its individual members and subscribing libraries and institutions. NAES is a member of the Council of Editors of Learned Journals. -
Maszewska Anna 2015 These.Pdf
Université de Montréal Representations of Curanderismo in Chicana/o Texts par Anna Julia Maszewska Départements de Littératures et de Langues du Monde Études Anglaises Faculté des Arts et des Sciences Thèse présentée à la Faculté des Arts et des Sciences en vue de l’obtention du grade de Philosophiae Doctor (Ph.D.) Août, 2015 © Maszewska, 2015 Résumé Ma thèse porte sur les représentations de curanderismo dans Chicana/o textes. Une tradition de guérison, une vision du monde, un système de croyances et de pratiques d'origines diverses, curanderismo répond aux besoins médicaux, religieux, culturels, sociaux et politiques des Chicanas/os à la fois sur le plan individuel et communautaire. Dans mon analyse de textes littéraires (Bless Me, Ultima de Rudolfo Anaya, les poèmes sélectionnés de Pat Mora, The Hungry Woman: A Mexican Medea de Cherríe Moraga) et du cours académique sur curanderismo enseigné à l'Université du Nouveau-Mexique à Albuquerque, que j’approche comme un texte culturel, curanderismo reflète les façons complexes et souvent ambiguës de représenter Chicana/o recherche d'identité, d’affirmation de soi et d’émancipation, résultat d'une longue histoire de domination et de discrimination de Chicana/o aux Etats-Unis. Dans les textes que j’aborde dans ma thèse curanderismo assume le rôle d'une puissante métaphore qui réunit une variété de valeurs, attitudes, concepts et notions dans le but ultimede célébrer le potentiel de soi-même. Mots-clés: littérature Chicana/o, communautés Mexico-Américaines, la frontière Mexico-Américaine, représentation, curanderismo, identité, politique, académie, genre i Abstract My dissertation focuses on representations of curanderismo in Chicana/o texts. -
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. -
Universidad Nacional Autónoma De México Facultad De Filosofía Y
Universidad Nacional Autónoma de México Facultad de Filosofía y Letras Letras Modernas Inglesas HL VII Literatura Norteamericana Por: Viviana Muñoz Krauss Profesora: Julia Constantino México, D.F., a 15 de febrero de 2012 About a Chicana Lorna Dee Cervantes, a Chicana poet from Mexican and Native Chumash ancestors, was born in 1954 in San Francisco, California. After the divorce of her parents in 1959, Cervantes’ moved with her mother and brother to San Jose, where they lived with her grandmother, whose personality and knowledge was a great inspiration to Lorna’s poetry and life. Racial discrimination was an everyday matter she had to live in San Jose, situation that forced her family to silence their mother tongue and prevent Lorna from speaking Spanish. She graduated from the University of San Jose in 1984, and then she continued her studies at the University of Santa Cruz, where she became editor for Red Dirt magazine, a multicultural literary space. Cervantes compiled her first collection of poetry at the age of fifteen. Her first and most recent book of poetry for children, Bird Ave, contains material of those early writings. In 1970 Lorna joined the New Chicano Movement, which was mostly male; this situation made her realized another face of discrimination: gender. Even so, she went on with her writing projects and at the middle of the 70’s, she started publishing a literary journal called Mango, which later was also the name for the small press she created with other Chicano writers such as Sandra Cisneros, Luis Omar Salinas, Ray Gonzalez, Jimmy Santiago Baca and Alberto Ríos. -
Ana Castillo Papers, 1953
http://oac.cdlib.org/findaid/ark:/13030/tf4z09p0jw No online items Guide to the Ana Castillo Papers, 1953- Project archivist: Salvador Güereña; processed by Rosemarie León; machine-readable finding aid created by Michael C. Conkin Department of Special Collections Davidson Library University of California, Santa Barbara Santa Barbara, CA 93106 Phone: (805) 893-3062 Fax: (805) 893-5749 Email: [email protected] URL: http://www.library.ucsb.edu/speccoll/speccoll.html © 1998 The Regents of the University of California. All rights reserved. Guide to the Ana Castillo Papers, CEMA 2 1 1953- Guide to the Ana Castillo Papers, 1953- Collection number: CEMA 2 California Ethnic and Multicultural Archives Donald C. Davidson Library Department of Special Collections University of California, Santa Barbara Contact Information: Department of Special Collections Davidson Library University of California, Santa Barbara Santa Barbara, CA 93106 Phone: (805) 893-3062 Fax: (805) 893-5749 Email: [email protected] URL: http://www.library.ucsb.edu/speccoll/speccoll.html Project Archivist: Salvador Güereña Processors: Rosemarie León Date Completed: November 1995 Encoded by: Michael C. Conkin © 1998 The Regents of the University of California. All rights reserved. Descriptive Summary Title: Ana Castillo Papers, Date (inclusive): 1953- Collection number: CEMA 2 Creator: Castillo, Ana Extent: Seven linear feet Repository: University of California, Santa Barbara. Library. California Ethnic and Multicultural Archives Santa Barbara, CA 93106 Shelf location: For current information on the location of these materials, please consult the library's online catalog. Language: English. Provenance Donated by Ana Castillo, June 1990 Restrictions Three subseries designated confidential at request of donor Publication Rights Copyright resides with donor Comments Processed as part of the California Ethnic and Multicultural Archives (CEMA). -
ED371765.Pdf
DOCUMENT RESUME ED 371 765 IR 055 099 AUTHOR Buckingham, Betty Jo; Johnson, Lory TITLE Native American, African American, Asian American and Hispanic American Literature for Preschool through Adult. Hispanic American Literature. Annotated Bibliography. INSTITUTION Iowa State Dept. of Education, Des Moines. PUB DATE Jan 94 NOTE 32p.; For related documents, see IR 055 096-098. PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Annotated Bibliographies; Authors; Childrens Literature; Elementary Secondary Education; Fiction; *Hispanic Arerican Literature; *Hispanic Americans; Minority Groups; Nonfiction; Picture Books; Reading Materials IDENTIFIERS Iowa ABSTRACT This bibliography acknowledges the efforts of authors in the Hispanic American population. It covers literature by authors of Cuban, Mexican, and Puerto Rican descent who are or were U.S. citizens or long-term residents. It is made up of fiction and non-fiction books drawn from standard reviewing documents and other sources including online sources. Its purpose is to give users an idea of the kinds of materials available from Hispanic American authors. It is not meant to represent all titles or all formats which relate to the literature by authors of Hispanic American heritage writing in the United States. Presence of a title in the bibliography does not imply a recommendation by the Iowa Department of Education. The non-fiction materials are in the order they might appear in a library based on the Dewey Decimal Classification systems; the fiction follows. Each entry gives author if pertinent, title, publisher if known, and annotation. Other information includes designations for fiction or easy books; interest level; whether the book is in print; and designation of heritage of author.