Desde los mrgenes: literaturas y culturas peninsulares en la Espaa democrtica

Profesor: Daniel Arroyo-Rodrguez, Ph.D. Espaol 316. Bloque 8, 2014 Tutoras: Martes y Jueves: 1:30-3pm., y por cita previa Oficina: AH 313 Email: daniel.arroyorodriguez@coloradocollege.edu Pgina web del curso: www.espanol316-culturasperifericas.weebly.com
Este curso propone, adems de un estudio sobre literaturas espaolas no castellanas, una reflexin terica, poltica y cultural de la Espaa democrtica. Un aspecto clave para comprender la Espaa democrtica es su constitucin ambivalente como un nico Estado que acta como marco poltico y administrativo de cuatro naciones diferentes. Durante los ltimos treinta y cinco aos, el proceso de democratizacin de Espaa ha ido acompaado por la tensin entre lo global y lo local que generan, por un lado, su integracin en la Unin Europea y, por otro, la revitalizacin de identidades nacionales de carcter perifrico, particularmente, de las identidades catalana, gallega, vasca y andaluza. Con la Constitucin Espaola de 1978, Espaa abraza su pluralismo poltico y cultural como clave para garantizar el sistema democrtico. No obstante, este pluralismo se percibe frecuentemente como un reto al carcter indisoluble de la Nacin espaola, segn la define la Constitucin. De hecho, la democracia espaola se funda sobre un marco legal ambiguo que reconoce la diversidad del Estado pero la unidad de la Nacin, conceptos que un amplio sector de la poblacin espaola considera incompatibles. En este contexto, y frente a una produccin cultural hegemnica que toma como referencia el Estado como un concepto singular y homogneo, surgen obras que desplazan el centro de gravedad de la cultura hacia sus periferias y que revelan la diversidad cultural, poltica y lingstica que reconoce la Constitucin. Estas obras ponen de manifiesto una profunda redefinicin de la identidad cultural que cuestiona abiertamente la identificacin Estado-Nacin que prevalece con anterioridad al establecimiento de la democracia. Esta transformacin exige reflexionar sobre el auge de identidades nacionalistas y regionalistas que cuestionan la interpretacin de la Nacin espaola como una entidad cultural y polticamente homognea, y que plantean un reto a las aspiraciones aglutinadoras del discurso oficial. En la actualidad, no obstante, est teniendo lugar un incremento sin precedentes de obras literarias y cinematogrficas que hacen uso de otras alternativas lingsticas y que pasan a formar parte del canon cultural espaol, a pesar de ser obras traducidas, como se observa en los trabajos de Manuel Rivas, Quim Monz o Bernardo Atxaga, entre otros. Esta redefinicin de la identidad cultural espaola se lleva tambin a cabo en lengua castellana mediante la reivindicacin de una tradicin propia que reacciona frente a su subyugacin, a su distorsin o a su silenciamiento en el discurso oficial, como se observa en el caso de Andaluca. En su conjunto, los textos crticos, polticos y literarios que se proponen en este curso expondrn a los estudiantes a una variedad de perspectivas que superan la interpretacin de Espaa como Estado-nacin y a su produccin cultural como un bloque homogneo. Al mismo tiempo, los estudiantes explorarn una variedad de tradiciones culturales en un Estado histricamente plural y multilinge. Nos centraremos en el estudio de estas obras siguiendo un doble enfoque: desde su apreciacin formal, y tambin como contribuciones que toman parte en un debate social y poltico sobre el carcter plural del estado espaol. Ms an, mediante el estudio de las obras que se plantean en este curso, los estudiantes desarrollarn sus habilidades de lectura crticas y analticas, de forma que puedan producir contribuciones cualitativas, tanto orales como escritas, en relacin a la temtica que se propone. Con objeto de cumplir estos propsitos, el estudiante deber completar ejercicios de lectura analtica y comparativa, participar activamente en discusiones orales y escribir tanto reacciones individuales como ensayos acadmicos, actividades que se emplearn tambin como instrumentos de evaluacin. Finalmente, este curso se concibe dentro de un contexto en el que se enfatizan el valor de la diversidad, la cooperacin y el respeto entre todos los miembros de la comunidad acadmica.

Course Overview During the last thirty-five years in Spain, we have witnessed the emergence of a cultural discourse that displaces the center of gravity of Spanish political and cultural life towards its peripheral regions. Among these regions are those traditionally considered as historical namely Galicia, The Basque Country and Cataloniaand also other Spanish speaking regions, such as Andalusia. The literary and cinematographic works produced in these areas promote a redefinition of Spanish cultural identity and challenge a mainstream discourse that tends to homogenize the political and cultural identity of the Spanish State. With the exception of works produced in Andalusia, we will focus on literature and films originally produced in Spain a language other than Spanish and that have been translated in this language. This analysis will be reinforced with theoretical and political essays. Through these works students will reflect upon a variety of perspectives that differ from the interpretation of Spain as a cultural unity and explore diverse cultural traditions in a national context that is, by definition, plural and multilingual. This course will be conducted entirely in Spanish.

Disability: Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Office for Disability Services at 719-227-8285 to coordinate reasonable accommodations for students with documented disabilities.
Requirements - Spanish 305 and 306 Class Meeting Time: From 9:15 to 12:15 pm. On 4/25, 5/2, and 5/13 we will meet from 9:15 to 12:35 pm. Learning objetives During this course you will: Acquire a general but sound understanding of Spanish peripheral literatures and cultures since 1975 until the present. Identify different cultural and political traditions in Spanish peninsular cultures Reinforce your competence in reading, writing, speaking and listening in Spanish Communicate an informed personal response to a literary text orally and in writing. Relate literary works to one another and synthesize ideas that connect them to a cultural tradition Develop skills of interactive learning, such as introducing topics for discussion, negotiating meaning, establishing analogies, defining concepts,etc. Develop formal presentation skills Reinforce your ability to work in cooperation with other colleagues Learn how to seek out further knowledge about an author and his/her work

Instructional methods In this course, lectures will be reduced to essential background information and to the explanation of cultural and technical concepts that we will further develop through small group

discussion and written assignments. You will need to come to class prepared to discuss the readings assigned in the weekly schedule. Regarding the development of your writing skills in Spanish and your ability to communicate an informed personal response to a literary text (as stated in the learning objectives) in this course you will develop a thematic journal in which you will discuss topics relatd to the course content. We will reinforce our study of literary with the analysis of theoretical and political texts, and with the discussion of films and of other cultural products such as political campaign posters and stickers. These sources will allow us to analyze the course contents from a variety of theoretical perspectives, including apparatus theory for the study of film. Note: In the films and novels studied in this course, students may find obscene language, violence and sexual references. Please, let me know in advance if you have any concern about these contents. Assignments

Personal Reaction Journal The student will submit a personal reaction to one of the readings or films previously discussed in class every Wednesday and Friday. The purpose of this journal is to help students express their thoughts on the contents of this course. In these activities the student will need to support his/her arguments with literary analysis and textual evidence. Moreover, the student will also need to acknowledge other possible viewpoints that may have come up during class discussions. In this journal the student may discuss formal and thematic aspects that he/she finds relevant such as, for example, use of language, structure, topics that are recurrent or that are related to his/her life experience, etc. The student will also need to discuss similarities and differences among different texts that we have studied in class. Each entry will be about 350-400 words long. Occasionally he/she will also discuss literary articles that we will read as part of our regular class discussions. Essays (3): In this course, the student will write three essays. In these essays students need to use Times New Roman, font size 12 and double space. The first essay must be no shorter than 4 pages (about 1200 words). The second essay must be no shorter than 5 pages (about 1500 words). The third essay must be no shorter than 6 pages long (about 1800 words). In these essays, the student needs to relate the topic under discussion to class activities and also to his previous essay/s (in case of essay 2 and also in the final essay). Essays will be submitted on the days marked on the calendar. All essays will be peer-reviewed in class the day before it is due. Through these activities, and as stated on the learning goals in page 2, you will develop the ability to relate literary works to one another and synthesize ideas that connect them to a cultural tradition. These activities will also help you develop your writing skills and your abilility to provide an informed response to a literary text using analysis and textual evidence. Oral presentations: Understanding a text requires basic knowledge of the historical and/or political context in which a work of literature appears. Starting on April 30th, each day, one or two students will make an oral presentation about the topic assigned for that day in the syllabus. The purpose of this assignment is to assemble some basic biographical information about the author or about the historical, cultural and political context in which a particular work is produced. Students may also choose to present an academic article they consider relevant, the chapter of a book, or to facilitate a critical discussion of a specific topic. Students are expected to support their presentations with textual evidence and visual materials. Students need to be clear and avoid rambling and 3

digression. They also need to be prepared to answer questions about their presentation. They will conclude your presentation by moderating a class discussion about a topic that you will propose. This activity will help you develop your formal presentation skills, your oral skills in Spanish, and your ability to seek out additional information about an author and his/her work. (Please, see learning objetives above) Canvas Presentations: Students will prepare and submit digital presentations through Canvas. Students are expected to conduct preliminary research before posting their presentations. During the online presentations, however, students will not be allowed to use notes. Each presentation must be between 4 and 5 min. In addition to the qualitity of the students responses, time management will be evaluated. Examples and instructions of how to accomplish this activity will be provided in class. These activities will allow students to present themselves effectively in a digital environment. t Quizzes (Midterm and Final) The purpose of these quizzes is to help students assess their own understanding and assimilation of the contents covered in the course and also their learning strategies. Possible questions include, but are not restricted to, the following examples: Relate different texts and authors to a literary movement Describe a literary text. What are its most relevant characteristics? Explain why did or didnt you enjoy a literary text or film Explain the similarities and differences between two literary texts Explain the relevance of an excerpt in relation to a literary work Write a brief summary of a text studied in class

Cooperation Bonus: As indicated in the learning objectives, this course values cooperation among students as a tool to enhance their learning and communicative skills. Cooperation is expected both inside and outside the classroom. In order to recognize students efforts and commitment in this area, each student will award 1% of recognition grade to another student that has significantly helped him/her achieve the goals of the course. This grade will be added to the recipients final grade. Each student can receive a maximum of 5% recognition grade and a minimum of 0. The concession of the recognition grade is strictly confidential and will be submitted on the last day of class. In order to submit a cooperation award, the instructor will provide you with the appropriate form. Office Hours: Attendance to office hours is expected throughout the course. If you cannot meet during my office hours, please contact me to make an appointment. The best way to contact me is by email. All official communication concerning this course will take place via email. Late work: A students grade will be reduced a full grade for each classroom day that an assignment is late without proper justification (e.g., from B to C, from A minus to B minus, etc.). In the case of the final essay, it is due on the last day of class at 1 pm. The grade of the final essay will be reduced 1% for each minute that it is late.Please, see attendance policy below regarding the justification of absences.

Assessment: Class Participation: 15% Personal Reaction Journal: 15% Midterm quiz: 5% Final quiz: 5% Oral presentation: 5% Canvas Presentations: 10% Essays: First Essay: 10% Second Essay: 15% Third Essay: 20% Grading Policies: Participation: Class participation is defined by the students thoughtful contributions to class, showing that he/she is engaging intellectually with the material and fostering an environment of learning for all course participants. Regular attendance and active and informed class participation are crucial to succeed in this class and will be reflected in the students class participation grade. The student is expected to do all the reading assignments marked on the calendar before coming to class. Coming to class unprepared will affect the students participation grade. Journal entries and essays: Throughout the block, students will regularly receive personalized and specific feedback on the quality of his/her reflections, synopses and essays. This is a brief guide of how his/her written work will be graded. A >> Your work is highly coherent. You discuss a specific topic or text critically and you acknowledge its relevance. You support your arguments with relevant textual evidence and with literary analysis. B >> Your work is coherent. You touch on some relevant issues. You support your arguments with some textual evidence. Your literary analysis still needs some polishing. C >> Your work is not always coherent. You overlook relevant issues. You do not provide textual evidence to support your argument. You rely more on description than on analysis. D >> Your work shows little coherence. It lacks substance and detail. Your writing is not clear. You do not identify relevant issues. You barely support your arguments with textual evidence. Attendance policy: Attendance is mandatory, and will be recorded at each class session. Unexcused absences will affect the students final participation grade according to the following guidelines: 1 hour of unexcused absence or late arrival does not affect students participation grade.

 The students final participation grade will be lowered 1% for every hour of unexcused absence after the first one or for each time he/she arrives late. If the student misses a class (or part of a class) and his/her absence is not properly excused, he/she will be personally responsible for contacting a class colleague and finding out about the content and the information that he/she has missed. Note: An absence may be excused in accordance with the following guidelines: Illness. The student needs to provide written documentation indicating the date/s when he/she was seen at the doctors office. Religious holidays. Only religious holidays approved by Colorado College can be excused. Athletic events. Students who are involved in Colorado College athletic teams must provide written documentation.

Texts: Students will need to purchase the following texts at CC Bookstore: Title El lpiz del carpintero Esos cielos Debera carsete la cara de vergenza Mil cretinos
Semana 1 1) Presentacin del curso 4/21 2) Estado y Nacin. Introduccin terica 3) Espaa, Estado plurinacional: Naciones e identidades en la Espaa contempornea: a) Constitucin Espaola (Seleccin) 1) Ideologa y Aparatos Ideolgicos del Estado (Louis Althusser) 2) Debera carsete la cara de vergenza (Sergi Pamies) (7-52)

Author Manuel Rivas Bernardo Atxaga

Publisher Alfaguara Punto de lectura

Sergi Pmies Quim Monzo

Anagrama Anagrama

4/22 (Presentacin Canvas: Prctica)

4/23 (Entrega reaccin personal) 4/24

Debera carsete la cara de vergenza (Sergi Pamies) (69-131) 1) Mil Cretinos (Quim Monz) (11-36; 89117; 123)

4/25 (Entrega reaccin personal) Correccin Borradores

2) Carta a la madre (Esther Tusquests) 1) Sexual Reinscription: La Teta i la lluna; The Form of Transnational Cinema in Spain (Marvin DLugo) 2)La teta i la lluna (1994) Film. Dir. Vigas Luna.

Semana 2 4/28 (Presentacin Canvas)

Galicia I: Emigracin e identidad nacional gallega 1) The Nationalisms of the Periphery: Culture and Politics in the Construction of National Identity (Enric Ucelay da Cal) 2) Medias Rojas (Emilia Pardo Bazn) 3) Medias Azules (Xos Lus Mndez Ferrn)

Entrega ensayo 1

4/29

4/30 (Comienzan las presentaciones orales) (Entrega reaccin personal)

1) La mano del emigrante (Manuel Rivas) 2) Mi madre en la ventana (Luisa Castro) Galicia II: Galicia y la recuperacin de la memoria histrica 1) El lpiz del carpintero (Manuel Rivas; Lectura, 10-66) 2) Pelcula: El lpiz del carpintero (Antn Reixa)

5/1 (Quiz 1)

Quiz y lectura (El lpiz del Carpintero Lectura, 67-201)

El lpiz del carpintero (10-201) 5/2 (Entrega reaccin personal) Correccin Borradores Semana 3 Pas Vasco: Paper Zeruak (Cielos de papel) 5/5 1) Nation, State and Ethnicity E. Hobsbawn (Presentacin Canvas) Entrega ensayo 2 2) El Estado plurinacional: Proyecto de futuro (Josu Jon Imaz) 3) Paisaje (1980) Film. Dir. Monxto Armendariz

5/6 (5/6)

1) Inventing Traditions (Balibar) 2) Documental. Separatist ETA Revives. (BBC) 3) Proyecto Sabino Arana (www.sabinoarana.org); Carteles polticos y pegatinas 4)) Esos cielos (Bernardo Atxaga) (10-58)

5/7 (Entrega reaccin personal)

Esos cielos (Bernardo Atxaga) (59-111)

1) Esos cielos (Bernardo Atxaga) (113149) 5/8 2) Declaracin de Dorotea (Bernardo Atxaga) 3) Lo que te cont mientras te hacas la dormida (La oreja de Van Gogh) 1) Theory and Film: Principles of Realism and Pleasure (Colin MacCabe) 2) El Lobo (2004) Film. Dir.Miguel Courtois 2) Revisin de borradores Semana 4 Cultural andaluza I: Patria y lamento 5/12 (Presentacin Canvas) 1) Blas Infante. La patria y el patriotismo andaluces 2) Federico Garca Lorca: El cante jondo (Primitivo cante andaluz) 3) Lorca: Poema del cante Jondo (Seleccin) Cultura andaluza II: Del nacionalflamenquismo al flamenco-chill: cultura musical andaluza 1) Etomusicologa de Andaluca: usos nacionalistas del Flamenco desde la poca de Blas Infante hasta el rgimen de Franco (Alberto Egeo) 2) Redefiniciones estticas y culturales. Flamenco Chill con voz de mujer (Chambao)

5/9 (Entrega reaccin personal)

5/13

(Quiz 2) Correccin Borradores

5/14

Conclusiones/ Entrega ensayo final