Contemporary Latin-American Literatures and Cultures
Caribbean Futures: Hispanic Caribbean Speculative Fiction
Este curso de posgrado examina la ficción especulativa producida en el Caribe hispano —República Dominicana, Cuba y Puerto Rico— desde el siglo XX hasta la actualidad. El programa parte de una premisa: la ficción especulativa de estas tres islas no es un apéndice de la ciencia ficción anglosajona ni una versión exótica del realismo mágico latinoamericano, sino una tradición propia con genealogías, debates internos y urgencias políticas particulares.
Language of instruction: Spanish
Instructor: Dr. Ramón (Arturo) Antonio Victoriano-Martinez
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Participación: 20%
Ensayo crítico 1: 15%
Ensayo crítico 2: 15%
Presentación oral: 20%
Proyecto final: 30%
Indigeneidad: La identidad indígena en la literatura y la cultura latinoamericanas (siglos XVI-XXI)
Source: Flickr - Gary Stevens
¿Cómo se han representado y autorrepresentado los pueblos indígenas a través de la historia cultural de América Latina?
¿Qué estereotipos siguen vigentes y de dónde vienen?
Los pueblos indígenas ocupan sin duda un lugar primordial, aunque no siempre reconocido, en lo que hoy se considera como América Latina. El propósito de este curso consiste precisamente en explorar cómo los pueblos indígenas han sido representados y autorrepresentados en la cultura latinoamericana, desde la época precolombina hasta nuestros días. Por lo tanto, con un enfoque particular en el periodo colonial, examinaremos una gran variedad de obras escritas y audiovisuales (canciones, crónicas, películas, poemas, testimonios, etc.) creadas por o sobre los autóctonos antes, durante y después de la colonización española. En este proceso reflexionaremos sobre conceptos relevantes, como la identidad, la raza/etnicidad, el esencialismo, los derechos humanos, la resistencia y la decolonialidad, entre otros. Además, para analizar el material seleccionado, recurriremos a textos crítico-teóricos pertinentes. Dentro de este contexto, estableceremos conexiones con otros grupos étnicos de América Latina (los mestizos, afrodescendientes, criollos, etc.) y la situación global actual.
Todos los textos serán en español (si este no es el idioma original de la obra, se proveerá una traducción) y estarán disponibles en Canvas.
Lecturas obligatorias:
- Angueira, Myriam. Newen
- Bastidas, Micaela. Selección de cartas
- Bolívar, Simón. Discurso de Angostura y Carta de Jamaica
- Burgos-Debray, Elizabeth (y Rigoberta Menchú). Me llamo Rigoberta Menchú y así me nació la conciencia
- Calfuqueo, Sebastián. Mapu Kufüll / Mariscos terrestres
- Castillo, Bernal Díaz del. Historia verdadera de la conquista de la Nueva España
- Condorcanqui Noguer, José Gabriel. Relación histórica
- Guerra, Ciro. El abrazo de la serpiente
- Jerez, Francisco de. Verdadera historia de la conquista del Perú
- Palafox Herranz, Teófila et al., La vida de una familia ikoots
- Rivera Cusicanqui, Silvia. Ch’ixinakax utxiwa: una reflexión sobre prácticas y discursos descolonizadores
- Sahagún, Bernardino de. Códice Florentino
- Selección de música contemporánea producida por indígenas (Uchpa, Nación Rap, etc.)
- Selección de poesía contemporánea producida por indígenas (Briceida Cuevas Cob, Leonel Lienlaf, etc.)
- Yupanqui, Titu Cusi. Instrucción al Licenciado Lope García de Castro
Prerequisites: SPAN 221; and SPAN 301 or equivalent expertise in written and spoken Spanish.
Language of instruction: Spanish
History of the Spanish Language
Why does Spanish only have five vocalic sounds? Where does the form “vos” used in Argentina come from? Which Spanish words come from Arabic, and Indigenous languages and why? Do you really think that people in Spain pronounce the “z” as “th” because a former king had a lisp? Why and which are the differences between Caribbean Spanish and the Spanish spoken in the Andes? Do you know the basic Internet slang in Spanish? Learning about the past of Spanish is one of the best ways to understand how it works today and be fully aware of its possibilities.
This course introduces students to the History of the Spanish Language from the Latin origins to the present by focusing on four critical moments of change: when it first became an administrative language (13th century), an imperial (16th and 17th centuries), an institutionalized (18th century) and, finally, a “digital” one (20th and 21st centuries). We will engage with the external history (i.e. historical events, cultural contexts) and the internal developments of Spanish (i.e., the evolution of the sibilant phonetic system, dialectal variations in Spain and America) in order to apply this knowledge to practical exercises and to analyze different texts (historical, publicity, songs…). A metalinguistic reflection on why and how languages evolve, as well as the study of the main concepts (i.e., synchrony/diachrony, grammaticalization, neologism) and theories to explain linguistic change (language contact and transfer, standardization, social prestige…) will be also a part of the learning experience.
Language of instruction: Spanish
Recommended prerequisites: SPAN 302 or equivalent expertise in written and spoken Spanish
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Final Project 30%
Abstract and Bibliography Final Project 5%
Midterm Exam 20%
Preparation and Participation 15%
Article Presentation 10%
Report 10%
Mini-homework (4 x 2.5) 10%
This course prioritizes student accessibility, voice, language proficiency, and autonomy. All course materials will be freely accessible to students via Canvas, either as PDFs within weekly modules or through direct links to resources in the UBC library.
Cultures of the Francophone World
FREN 442 introduces students to Francophone communities that are often less visible or have been traditionally marginalized in the academic curriculum. Geographically this may include communities from Africa, the Americas, East Asia, Europe, the Indian Ocean, the Middle East, and the Pacific. We will analyze a variety of materials (fictional and non-fictional texts, art, comics, music, documentaries) to get insights into the historical, linguistic, and social specificities of these regions.
This course will also explore the inherent ambivalence of La Francophonie – a political institution that connotes not only diversity but also colonial history – in order to encourage critical reflection on the role of French and France in a global context. Moreover, students will study some of the main key concepts related to French imperialism; analyze colonial and postcolonial discourses and have the occasion to exchange with visiting speakers from Francophone regions. The course also includes out-of-class activities. Class will be conducted in French.
Prerequisites: One of FREN 321, FREN 328, FREN 329 and one of FREN 402, FREN 225.
Language of instruction: French
History of the Romance Languages
Tabula Peutingeriana, 1-4th century CE. Facsimile edition by Konrad Miller, 1887/1888
This course is an introduction to the historical description and linguistic comparison of Romance languages, from the variants of late-Antiquity spoken Latin to the modern varieties of Romance languages. On the one hand, it offers an overview of the external history of Romance languages, in order to understand how they have spread to constitute today one of the most prevalent linguistic families in the world by number of speakers and geographic area. On the other hand, the course will focus on the internal history of Romance languages (phonetics and phonology, morphology, syntax and lexicon). This part of the course will be interactive and based on numerous exercises, in class and at home, that will allow the students to explore more precisely the different variations of the Romance languages and to examine the oldest texts preserved. Emphasis will be on French, Italian, Portuguese and Spanish, but many other languages will be discussed throughout the course.
All discussions and all work submitted in this course will be in English.
A beginner’s knowledge (A1) in at least one of the Romance languages is highly recommended.
You do NOT have to be native speakers nor master several Romance Languages to be able to follow this course!
Language of Instruction: English
Instructor: Dr. Anne Salamon
Prerequisite: A beginners’ knowledge (A1) in at least of one of the Romance languages is highly recommended.
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Classroom Community = 5%
Review quizzes = 20%
Two In-class two-steps exams = 20 (15+5)+20 (15+5)%
Group project = 15%
Final project = 20%
French Literature since the Revolution
Verdun by Félix Vallotton (1917).
France endured profound crises during the twentieth century, with the two World Wars scarring its society to its core. From the cultural ebullience of 1913 to the selective amnesia that followed the German occupation, the country would be transformed beyond recognition by its victories and defeats, its resistance and compromises. We will explore not only how literature would reflect these transformations but how it impacted the French worldview at every turn.
Some important topics we will cover include: the growing roles of speed and technology in war and art; testimonies from the common soldiers on the frontlines; intellectual resistance to and collaboration with fascist ideology; the veil of silence that would cover the Holocaust after 1945; and the perception of the World Wars in the French colonial empire. We will gain this general overview by reading fiction, poetry, pamphlets, and journals by authors including Marcel Proust, Guillaume Apollinaire, Blaise Cendrars, Louis-Ferdinand Céline, Irène Némirovsky, Marguerite Duras, Jorge Semprún, and Georges Perec. We will also explore the period through chosen musical pieces, paintings, and short movies.
This class aims to equip you with foundational knowledge regarding the history of the World Wars in France, as well as a solid understanding of their influence on French literature, culture, and society throughout the twentieth century. You will be guided in developing your critical reading and writing abilities. You will also have opportunities to understand literary innovations through creative assignments. All class materials, discussions, and assignments will be in English.
Language of instruction: English
Introduction to Literature in French
The course topic differs each term, depending on the instructor.
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Reading to Learn: Critical Approaches to Literary Genres
Literature is often approached as an art – a craft of beauty and style – or as a pastime meant to enthrall and distract its readers. In this class, we will also pay sustained attention to literature’s ability to teach through awe and pleasure. Not only will we explore multiple literary forms and devices, but we will gain insights into the evolution of literature from the Enlightenment to the present, as it responded to the creativity of writers and the expectation of readers. To do so, we will study philosophical letters and poetic passcodes, absurd scenography, as well as medical drama.
This reading-focused course will introduce you to four different literary genres in French: non-fiction, poetry, theater, and prose fiction. You will learn how to consider literary texts critically, how to observe the particularities of their form and content, and how to communicate these observations persuasively. As such, this course aims to equip you with the tools and concepts necessary to pursue your studies of literature with confidence and adapt to the specific requirements and expectations of more advanced classes in the department.
Instructor: Dr. Vincent Gélinas-Lemaire
Grading breakdown:
25% Active Participation and Online Discussions
20% Quizzes and Exercises
15% Textual Analyses
20% Oral Presentation
20% Literary Creation
Readings:
Eugène Ionesco, La Cantatrice chauve, suivi de La Leçon (9782070362363)
Maylis de Kerangal, Réparer les vivants (9782072895746)
These specific titles will be confirmed a few weeks ahead of our first class.
French 311 est un cours d'introduction à la littérature. Le contenu couvre plusieurs siècles. Il ne s'agit ni d'un cours de grammaire, ni de conversation. Ce cours est conçu [designed] pour mieux comprendre le fonctionnement de la littérature du point de vue narratologique, l’histoire des idées, et aussi pour vous donner les outils [tools] pour réussir votre expérience de l'analyse littéraire. La composition écrite et la participation en classe sont primordiales. Il y aura aussi des questions préparatoires sur Canvas et un exercice critique avec l'IA.
Instructor: Dr. Farid Laroussi
Grading breakdown:
Engagement + class activities : 15%
Two discussions on Canvas (150 words each): 20%
Mid-term exam: 20%
AI assignment: 15%
Two papers (800 words each): 30%
Readings:
Ourika. Madame de Duras (1823)
Boule de suif. Maupassant (1880)
La femme adultère. Albert Camus (1954)
Ru. Kim Thuy (2009)
Art. Yasmina Reza (1998)
Poèmes distribués en classe
Language of instruction: French
Recommended prerequisites: This course is recommended for students who have completed FREN_V 302 or assignment based on placement test.
Art, culture et société du Moyen Âge à la Révolution Française
Meunier, Antoine. La Comédie française. Bibliothèque nationale de France, Gallica. Source: https://gallica.bnf.fr/ark:/12148/btv1b10303194d
Ce cours explore la culture et la littérature françaises du Moyen Âge jusqu’à la Révolution française. Il a pour objectif de familiariser les étudiants avec les différents aspects de la vie littéraire (courants esthétiques, formes et genres, acteurs et institutions de la vie littéraire) et d’offrir les outils nécessaires à l’analyse d’œuvres représentatives de cette période. Le cours abordera des thèmes variés tels que la satire sociale, la condition humaine, la quête de connaissance, les relations de pouvoir et la critique des institutions. Le cours mettra en lumière les interactions dynamiques entre les créateurs et leur contexte social et politique. Il permettra aux étudiants de développer leurs compétences en analyse textuelle ainsi que leur compréhension de l’histoire culturelle de la France.
Language of instruction: French
Instructor: Dr. Joël Castonguay-Bélanger
Recommended prerequisite: This course is recommended for students who have completed one of FREN_V 224 or FREN_V 401.
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Quizzes 30% (6X5%)
Productions écrites 20% (2x10%)
Midterm 25%
Final exam 25%
Racine, Phèdre
Molière, Le Bourgeois gentilhomme
Marivaux, L’ile des esclaves
Voltaire Candide ou l’optimiste
Revolutionary Stages
Façade detail of the Teatro de los Insurgentes in San Ángel, Ciudad de México. The mosaic was created by Diego Rivera in 1953. | Source: Carl Campbell - https://www.flickr.com/photos/carlbcampbell/4880312325/
Much of today’s modern drama, from Broadway musicals to intellectual farces, descends from an extremely rich Hispanic theatrical and performance tradition. In this course students will study the trajectory of Hispanic dramatic literature and performance from indigenous rituals and dances, medieval mystery plays, Golden Age comedias, and revolutionary dramas denouncing colonial, dictatorial violence and oppressive politics of gender, sexuality and race up to the present day. Covering texts from Spain and Latin America, students will develop their knowledge of performance in different stages of conflict and struggle. The course will incorporate cinematic adaptations of plays, videos featuring memorable performances, readings of historical texts, as well as varied visual arts with which the texts were in dialogue.
Readings may feature authors such as Lope de Vega, Calderón, Cervantes, Tirso de Molina, Ana Caro, Sor Juana, Unamuno, Valle-Inclán, García Lorca, Vallejo, Boal, Vargas Llosa, Orozco Rosales, Puig, Dorfman, Gambaro, Pavlovsky, Buenaventura, Bondy, Hadad and others.
Required readings: Required readings and performance videos will be posted as links and PDFs on Canvas.
- Allen, Richard. Teatro hispanoamericano: una bibliografía anotada. Boston: G.K. Hall, 1987.
- Arellano, Ignacio. Historia del teatro español del siglo XVII. Madrid: Cátedra, 2008.
- Arellano, Ignacio and José Antonio Rodríguez Garrido. El teatro en la Hispanoamérica colonial. Madrid: Iberoamericana, 2008.
- Bial, Henry. “Introduction.” The Performance Studies Reader. Ed. H. Bial, 1–4. New York: Routledge, 2002.
- McKendrick, Malveena. Theatre in Spain, 1490-1700. Cambridge: Cambridge UP, 1989.
- Ruiz Ramón, Francisco. Historia del teatro español (desde sus orígenes hasta 1900). Madrid: Cátedra, 2011.
- Scott Soufas, Teresa. Dramas of Distinction: Plays by Golden Age Women. Lexington: The U of Kentucky P, 1997.
- Taylor, Diana and Sarah J. Townsend, eds. Stages of Conflict: A Critical Anthology of Latin American Theater and Performance. Michigan: Univ. of Michigan Press, 2008.
- Taylor, Diana. Theatre of Crisis: Drama and Politics in Latin America. Lexington: The Univ. Press of Kentucky, 1991.
- Theatre/Theory/Theatre. Ed. Daniel Gerould. Wisconsin: Hal Leonard Corp., 2000.
Prerequisites: SPAN 221; and SPAN 301 or equivalent expertise in written and spoken Spanish.
Language of instruction: Spanish
The French Novel: 19th Century to Today
The Parisian Novels (The Yellow Books) by Vincent Van Gogh
The novel does not exist—or more specifically, there is no universal, applicable model. This is a bastardized literary genre that has survived many cultural, historical and political upheavals. From the French 19th century to today, the novel’s reincarnations are plentiful as they challenge aesthetic and ideological expectations. Topics covered in our advanced literature course include: engagement, narratology (realism, Nouveau Roman, autofiction, etc.), cultural critique, the collective imaginary, the seepage between life and arts, third-wave feminism, and so forth.
Required readings:
- Hugo. Le dernier jour d’un condamné (1829)
- Zola. Thérèse Raquin (1873)
- M Proust. Du côté de chez Swann – Combray (1913)
- Robbe-Grillet. La Jalousie (1957)
- Laurens. Celle que vous croyez (2016)
Prerequisites: One of FREN 321, FREN 328, FREN 329 and one of FREN 402, FREN 225.
Language of instruction: French
