Description : In the decade from the early 1960s to the early 1970s, Latin American authors found themselves writing for a new audience in both Latin America and Spain and in an ideologically charged climate as the Cold War found another focus in the Cuban Revolution. The writers who emerged in this energized cultural moment--among others, Julio Cortázar (Argentina), Guillermo Cabrera Infante (Cuba), José Donoso (Chile), Carlos Fuentes (Mexico), Gabriel García Márquez (Colombia), Manuel Puig (Argentina), and Mario Varas Llosa (Peru)--experimented with narrative forms that sometimes bore a vexed relation to the changing political situations of Latin America. This volume provides a wide range of options for teaching the complexities of the Boom, explores the influence of Boom works and authors, presents different frameworks for thinking about the Boom, proposes ways to approach it in the classroom, and provides resources for selecting materials for courses.
Description : When Abraham Lincoln met Harriet Beecher Stowe in 1863, he reportedly greeted her as "the little woman who wrote the book that started this Great War." To this day, Uncle Tom's Cabin serves as a touchstone for the war. Yet few works have been selected to represent the Civil War's literature, even though historians have filled libraries with books on the war itself. This volume helps teachers address the following questions: What is the relation of canonical works to the multitude of occasional texts that were penned in response to the Civil War, and how can students understand them together? Should an approach to war literature reflect the chronology of historical events or focus instead on thematic clusters, generic forms, and theoretical concerns? How do we introduce students to archival materials that sometimes support, at other times resist, the close reading practices in which they have been trained? Twenty-three essays cover such topics as visiting historical sites to teach the literature, using digital materials, teaching with anthologies; soldiers' dime novels, Confederate women's diaries, songs, speeches; the conflicted theme of treason, and the double-edged theme of brotherhood; how battlefield photographs synthesize fact and fiction; and the roles in the war played by women, by slaves, and by African American troops. A section of the volume provides a wealth of resources for teachers.
Description : Annotation The volume is the second annual of "CLCWeb: Comparative Literature and Culture, a thematic volume with selected papers from material published in the journal in volumes 3.1-4 (2001) and 4.1-4 (2002), edited by Sophia A. McClennen and Earl E. Fitz. The genesis of the texts in the volume is in the growing conviction of the editors that, given its vitality and excellence, Latin American literature deserves a more prominent place in comparative literature publications, curricula, and disciplinary discussions. The editors argue that there still exists, in some quarters, a lingering bias against literature written in Spanish and Portuguese, and that by embracing Latin American literature more enthusiastically, comparative literature in the context of comparative cultural studies would find itself reinvigorated, placed into productive discourse with a host of issues, languages, literatures, and cultures that have too long been paid scant attention in its purview. Following an introduction by the editors, the volume contains papers by Gene H. Bell-Villada on the question of canon, by Gordon Brotherston and Lucia de Sa on the first peoples of the Americas and their literature; by Elizabeth Coonrod Martinez on the Latin American novel of the 1920s; by Roman de la Campa on Latin American studies; by Earl E. Fitz on Spanish American and Brazilian literature; by Roberto Gonzalez Echevarria on Latin American and comparative literature; by Sophia A. McClennen on comparative literature and Latin American studies; by Alberto Moreiras on Borges; by Julio Ortega on the critical debate about Latin American cultural studies; by Christina Marie Tourino on Cuban Americans in New York City; by Mario J. Valdeson the comparative history of literary cultures in Latin America; and by Lois Parkinson Zamora on comparative literature and globalization. Compiled by Sophia A. McClennen, the volume also contains a bibliography of scholars.
Description : The Ends of Literature analyzes the part played by literature within contemporary Latin American thought and politics, above all the politics of neoliberalism. The "why?" of contemporary Latin American literature is the book's overarching concern. Its wide range includes close readings of the prose of Cortázar, Carpentier, Paz, Valenzuela, Piglia, and Las Casas; of the relationship of the "Boom" movement and its aftermath; of testimonial narrative; and of contemporary Chilean and Chicano film. The work also investigates in detail various theoretical projects as they intersect with and emerge from Latin American scholarship: cultural studies, deconstruction, psychoanalysis, and postcolonial studies. Latin American literature, both as a vehicle of conservatism and as an agent of subversion, is bound from its inception to the rise of the state. Literature's nature, role, and status are therefore altered when the Latin American nation-state succumbs to the process of neoliberalism: as the "too-strong" state (dictatorship) yields to the "too-weak" state (the market), and as the various practices of civil society and public life are replaced by private or privatized endeavors. However, neither the "end of literature" nor the "end of the state" can be assumed. The end of literature in Latin America is in fact the call for more literature; it is the call of literature, in particular that of the Boom. The end of the state, likewise, is the demand upon this state. The book, then, analyzes the "ends" in question as at once their purpose, direction, future, and conclusion. Also key to the study is the notion of transition. Within much recent Latin American political discussion la transición refers to the passage from dictatorship to democracy, as well as to the failure of this shift, the failure of post-dictatorship. The author argues that the movement from literary to cultural studies, while issuing from intellectual and aesthetic circles, is an integral component of this same transition. The thematization of the bind between these two displacementshence of Latin America's voyage into "post-transition"forms a fundamental portion of the text.
Description : Investigates the role played by censorship in the Spanish-language publishing industry, which led to the Latin American Boom literature of the 1960s and 1970s.
Description : Textuality is the condition in which a text is created, edited, archived, published, disseminated, and consumed. “Texts,” therefore, encompass a broad variety of artifacts: traditional printed matter such as grammar books and newspaper articles; phonographs; graphic novels; ephemera such as fashion illustrations, catalogs, and postcards; and even virtual databases and cataloging systems.\ Latin American Textualities is a wide-ranging, interdisciplinary look at textual history, textual artifacts, and digital textualities across Latin America from the colonial era to the present. Editors Heather J. Allen and Andrew R. Reynolds gather a wide range of scholars to investigate the region’s textual scholarship. Contributors offer engaging examples of not just artifacts but also the contexts in which the texts are used. Topics include Guamán Poma’s library, the effect of sound recordings on writing in Argentina, Sudamericana Publishing House’s contribution to the Latin American literary boom, and Argentine science fiction. Latin American Textualities provides new paths to reading Latin American history, culture, and literatures. Contributors: Heather J. Allen Catalina Andrango-Walker Sam Carter Sara Castro-Klarén Edward King Rebecca Kosick Silvia Kurlat Ares Walther Maradiegue Clayton McCarl José Enrique Navarro Andrew R. Reynolds George Antony Thomas Zac Zimmer
Description : In this expertly crafted, richly detailed guide, Raymond Leslie Williams explores the cultural, political, and historical events that have shaped the Latin American and Caribbean novel since the end of World War II. In addition to works originally composed in English, Williams covers novels written in Spanish, Portuguese, French, Dutch, and Haitian Creole, and traces the profound influence of modernization, revolution, and democratization on the writing of this era. Beginning in 1945, Williams introduces major trends by region, including the Caribbean and U.S. Latino novel, the Mexican and Central American novel, the Andean novel, the Southern Cone novel, and the novel of Brazil. He discusses the rise of the modernist novel in the 1940s, led by Jorge Luis Borges's reaffirmation of the right of invention, and covers the advent of the postmodern generation of the 1990s in Brazil, the Generation of the "Crack" in Mexico, and the McOndo generation in other parts of Latin America. An alphabetical guide offers biographies of authors, coverage of major topics, and brief introductions to individual novels. It also addresses such areas as women's writing, Afro-Latin American writing, and magic realism. The guide's final section includes an annotated bibliography of introductory studies on the Latin American and Caribbean novel, national literary traditions, and the work of individual authors. From early attempts to synthesize postcolonial concerns with modernist aesthetics to the current focus on urban violence and globalization, The Columbia Guide to the Latin American Novel Since 1945 presents a comprehensive, accessible portrait of a thoroughly diverse and complex branch of world literature.
Description : Written specifically for students unfamiliar with Latin American history, this comprehensive narrative introduction spans from the early nineteenth century to the end of the twentieth century. The authors present main theories and analyses of the area's history, expertly weaving biographical sketches into the narrative. "Action-introductions" begin each chapter, offering short glimpses into moments in history and setting the theme for the chapter to follow. Maps, images, bibliographies, discussion questions, and other pedagogical elements are strategically placed throughout to help students move beyond the introductory level and engage in research assignments, papers, and so on.