Hispanic World Project Bibliographic Guide
Welcome to UL Lafayette’s Hispanic World resources
This guide to online resources is intended to help library users locate texts from and on the Hispanic world not available in our own collections. It should complement information on our university library’s reference page and Latin American Studies resource guide, and in the SALA web guide.
We also encourage users to take advantage of the more extensive bibliographic guides such as the NMSU guide to border and Latin American information and web guides such as the Latin American Network Information Center at UT, which provides links to most key archives and collections in the Hispanic World.
NEW: Just below this post, we are composing a series of posts for the 2014 introduction to modern Spanish American literature, and an annotated bibliography on Afro-Hispanic literature.
Dictionaries and key reference works
DRAE. The dictionary of the Royal Spanish Academy; indispensable.
Handbook of Latin American Studies. Annotated bibliography from the Library of Congress; continuously updated since 1936.
Full text book repositories
Biblioteca Saavedra Fajardo. Full text collection of books and historical documents on Spanish political thought. University of Madrid.
Biblioteca Virtual Miguel de Cervantes.
CLACSO Latin American and Caribbean social science virtual library.
DPLA (Digital Public Library of America). Still in the planning stages in 2011, but a major project, hosted at Harvard.
Gallica. Online extension of the National Library of France. 1,500,000 digitized documents, in many languages including Spanish and Portuguese. More digital libraries join Gallica all the time.
Internet Archive. 3,000,000 volumes in the public domain, including classics in Spanish and Portuguese; does not replicate the collections below but complements them. Has hundreds of thousands of audio and video recordings, and more than 150 billion web pages archived in the Wayback Machine.
Hathitrust Digital Library. 10,000,000 volumes in the public domain, including classics in Spanish and Portuguese. Most texts are more than 100 years old but if you are working that far back, this site is very useful.
LIBRO: Library of Iberian Resources Online. This collection focuses on Peninsular history from the fifth to the seventeenth centuries. Contains many recent, but out-of-print university press monographs, in addition to a number of basic texts and sources in translation. These are presented in full-text format and reproduce all the matter included in the original print version.
OAPEN. European publishing, open access. Recent academic books from major presses. Many on Spanish related issues.
Perseus Digital Library. Works from the ancient world in Latin and Greek.
Project Gutenberg. 40,000 classics in the public domain, including classics in Spanish and Portuguese. We have many, if not most of these books in print editions in Dupré, including some more recent, currently standard scholarly editions, yet the e-versions can be convenient.
University of Pennsylvania Online Books. Over 1,000,000 volumes, some in Spanish and Portuguese.
Open access journals
CLACSO virtual library. Latin American and Caribbean social science open access journals and more.
CSIC (Consejo Superior de Investigaciones Científicas). Open access journals from Spain in all fields. Useful although some only have the most recent years digitized.
Directory of Open Access Journals. Many fields and languages. Good alternate search interface for this database here.
Persée. A good database of full text academic articles in French, some on Spanish and Latin American topics.
RACO (Revistes Catalanes amb Accés Obert). Open access Catalan journals, all fields.
RedALyC. Red de revistas científicas de América Latina y el Caribe, España y Portugal.
SciELO. Open access journals Latin America, searchable by field or country, all fields, large repository.
Open access documents and sound
OAIster. Over 23,000,000 open access digital resources in all genres, started at the University of Michigan and now administered in partnership with OCLC.
PennSound. Writers reading and talking about writing. Recordings of well known figures from throughout the world, including the Hispanic World.
Some favorite journals
Cuadernos de Historia de España. Buenos Aires: Universidad de Buenos Aires. Online back to 2003.
HIOL (Hispanic Issues Online). Minneapolis: University of Minnesota.
Useful search interfaces
Compludoc. Article database; contains tables of contents of many journals, some full text. University of Madrid.
Karlsruhe Virtual Library. Search interface for about 75 European libraries whose catalogues one can search simultaneously. Its total content of over five hundred million volumes, is about one third the size of WorldCat, the largest such interface (which, incidentally, can sometimes search the UL library better than our own interface does).
Library of Congress Hispanic Reading Room.
Introduction to Modern Spanish American Literature, Spring 2014
TEXTOS
→Asturias, El señor presidente
→González Echeverría, Modern Latin American Literature: A Very Short Introduction
→Tyson, Using critical theory
→Y otros textos (online)
This year’s survey of Spanish American literature since Independence will focus on literary and cultural theory and the acquisition of research skills and analytical tools. Together we will read and analyze El señor Presidente, the magical realist “dictator” novel for which Miguel Angel Asturias (Guatemala) received the 1967 Nobel Prize in Literature, along with its theatrical and cinematic adaptations. We will contextualize this work historically and examine it from a variety of theoretical points of view. Each student will also conduct an individual research project on another major modern Spanish American author, while together, we read cultural theory and literary criticism by figures including Omar Acha, Constantino Bértolo, Cleanth Brooks, Antonio Cornejo Polar, Débora D’Antonio, María Luisa Femenías, Francesca Gargallo, Ihab Hassan, Roberto Fernández Retamar, Jürgen Habermas, Jean-François Lyotard, Walter Mignolo, Julie Shayne, Immanuel Wallerstein, and Aníbal Quijano.
Workload includes active participation in class discussion, two essays on course material, one article presentation, one research presentation, and one final paper.
Recomendado:
Corral, et al., eds., The Contemporary Spanish American Novel: Bolaño and after. See description and complete table of contents.
Autores y obras sugeridos para las presentaciones:
Si ya tomaron una o dos clases de nivel 300 o 400:
Aguinis, Marcos (Argentina). La cruz invertida (1970) Novela
Álvarez, Julia (República Dominicana). En el tiempo de las mariposas (1994). Novela
Azuela, Mariano (México). Los de abajo (1915). Novela
Benedetti, Mario (Uruguay). El cumpleaños de Juan Ángel (1971). Poesía
Carballido, Emilio (México). El censo (1977). Teatro
Cardenal, Ernesto (Nicaragua). Salmos (1961). Poesía
Echevarría, Esteban (Argentina). “El matadero” (1839). Cuento
Gallegos, Rómulo (Venezuela). Doña Bárbara (1929). Novela
Gómez de Avellaneda, Gertrudis (Cuba). Sab (1841). Novela
Guillén, Nicolás (Cuba). Sóngoro Cosongo (1931). Poesía
Herrera, Yuri (México). Trabajos del Reino (2004). Novela
Martí, José (Cuba). Versos sencillos (1891). Poesía
Mistral, Gabriela (Chile). Lagar (1954). Poesía
Neruda, Pablo (Chile). Confieso que he vivido (1971). Autobiografía
Pacheco, José Emilio (México). Las batallas en el desierto (1981). Novela
Paz, Octavio (México). Piedra de sol (1957). Poesía
Parra, Nicanor (Chile). Poemas y antipoemas (1954). Poesía
Storni, Alfonsina (Argentina). Languidez (1920). Poesía
Si ya tomaron tres o cuatro clases de nivel 300 o 400
Arguedas, José María (Perú). Los ríos profundos (1958). Novela
Argueta, Manlio (El Salvador). Un día en la vida (1980). Novela
Allende, Isabel (Perú). La casa de los espíritus (1982). Novela
Bello, Andrés (Venezuela). Alocución a la poesía (1823). Poesía
Cruz, Sor Juana Inés de la (México). Los empeños de una casa (1668). Teatro
Ferré, Rosario (Puerto Rico). La casa de la laguna (1996). Novela
Mármol, José (Argentina). Amalia (1851). Novela
Matto de Turner, Clorinda (Perú). Aves sin nido (1889). Novela
Neruda, Pablo (Chile). Residencia en la tierra (1932). Poesía
Paz, Octavio (México). El laberinto de la soledad (1950). Ensayo
Rodó, José Enrique (Uruguay). Ariel (1900). Ensayo
Vallejo, César (Perú). Poemas humanos / España, aparta de mí este cáliz (1938). Poesía
Si ya tomaron cinco clases, o más, de nivel 300 o 400
Arguedas, Alcides (Bolivia). Raza de bronce (1919). Novela
Alegría, Ciro (Perú). El mundo es ancho y ajeno (1941). Novela
Carpentier, Alejo (Cuba). Los pasos perdidos (1953). Novela
Bolaño, Roberto (Chile). Los detectives salvajes (1998). Novela
Darío, Rubén (Nicaragua). Prosas profanas; Cantos de vida y esperanza (1903). Poesía
Fuentes, Carlos (México). La muerte de Artemio Cruz (1962). Novela
García Márquez, Gabriel (Colombia). Cien años de soledad (1969). Novela
—. El otoño del patriarca (1982). Novela
Huidobro, Vicente (Chile). Altazor (1931). Poesía
Icaza, Jorge (Ecuador). Huasipungo (1934) Novela
Martínez, Tomás Eloy (Argentina). Santa Evita (1995). Novela-crónica
Menchú, Rigoberta (Guatemala). Me llamo Rigoberta Menchú (1983). Testimonio
Poniatowska, Elena (México). Hasta no verte, Jesús mío (1969). Novela-testimonio
Ramírez, Sergio (Nicaragua). Margarita, está linda la mar (1998). Novela
Vargas Llosa, Mario (Perú). La fiesta del chivo (2000). Novela
Sources for the Study of Afro-Hispanic Literature
TEMPORARY POST: Draft, so far, of Leslie’s paper on three 19th century novels about mestizaje and race.
REFERENCE (*also to include specific works on Afro-Latin history and culture, e.g. palenques, maroon culture, music, art; the present list includes some journals, organizations, and teaching tools as well; this will need breaking up)
Afro-Hispanic Review (journal)
Afro-Latin Research Association (with link to its journal PALARA)
Callaloo (journal; also covers writing of the African Americas in English and French)
Cambridge History of African and Caribbean Literature (Section “Caribbean Literature in Spanish” and others)
Interesting call for papers with useful bibliography: http://apaclassics.org/index.php/world_of_classics/lectures_full/cfp_panel_afro-latino_and_afro-hispanic_literature_and_classics
Teaching unit from ERIC (Federally funded, high quality teaching resources) to get hold of: http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED348856&ERICExtSearch_SearchType_0=no&accno=ED348856
Tillis, Antonio D. Critical Perspectives on Afro-Latin American Literature. New York: Routledge, 2012. Print.
A collection of academic essays produced by scholars in the fields of African Diaspora Studies, Black Studies, and Latin American Studies that analysis various aspects of Afro-Hispanic literature. These essays cover mainly the topics of Transnationalism, Cosmology and Identity and how they are reflected in various pieces of literature from all over the Hispanophone world.
Una colección de redacciones por académicos en los campos del estudio de la diáspora Africana, estudios negros y estudios latinoamericanos que analiza aspectos varios de la literatura afro-hispánico. Estas redacciones son sobre transnacionalismo, cosmología y identidad y como se representan en la literatura hispanófono a través de todo el mundo hispanohablante.
Williams, L. 1987 review of then new, now classic works by M. Harris, R. Jackson, W. Luis, useful contextual information.
Woyingi’s African Diaspora Links Blog with a good list of Afro-Hispanic writers: http://woyingi.wordpress.com/african-diaspora-links/literature-from-the-black-african-diaspora/afro-latino-literature/
CRITICISM AND THEORY
Branche, Jerome. Everything he has.
Jackson, Richard L. The Black Image in Latin American Literature. Albuquerque: U of NM P, 1976. Print.
Addresses the issue of what Latin America, and its distinct style of literature, has come to define as “the black man”. Dr. Jackson first analyzes multiple themes that are commonly seen throughout Afro-themed literature of both South America and the Caribbean. In the same token, he presents multiple works that serve as excellent examples for analysis and further exploration of the different themes presented in the study of Afro-Hispanic literature.
Aborda el problema de la definición erróneo de “los negros” creado por la literatura y la sociedad de América Latina. En primer lugar, El Dr. Jackson presenta algunos temas típicos de la literatura afra-caribeña y afro-americana del sud. También, provee muchas obras como ejemplos de lo que persona en el campo de literatura Afro-Hispano tendría que leer y analizar para explorar mejor estos temas.
Jackson, Richard L. Black Literature and Humanism in Latin America. Athens: U of GA P, 1988. Print.
Presents an argument for the revamping of humanism as the main form of literary critic and analysis within the classroom. Provides multiple aspects of humanistic theory in relation to persistent themes throughout Afro-Hispanic literature. Along with multiple Afro-Hispanic authors and their influential works, Jackson also argues that with humanism as the main theoretical approach, one will gain a more precise understanding of Afro-Hispanics during an investigation of their distinct history and culture throughout post-colonial Latin America.
Presenta el argumento por el humanismo como la teoría central en las salones de clases cuando investigando la literatura afro-hispánica. Produce la relación entre los temas los más comunes en la literatura afra-hispánica y su relación al humanismo. Autor Richard Jackson da también muchas autores con sus obras influénciales como su argumento que con el humanismo como el punto de visto, persona puede comprender mejor la cultura y historia de los afro-hispánicos en América latina post-colonial.
Jackson, Richard L. Black Writers in Latin American Literature. Albuquerque: U of NMP, 1979. Print.
Gives a detailed overview of Afro-Hispanic literature produced: during slavery, during post-slavery, and in the modern period. Jackson investigates each time period, concentrating on specific themes and issues that were prevalent in the work of most authors during that time. Jackson also provides his reader a list of authors that contributed to ever changing dynamic of the field of Afro-Hispanic literature within each era.
Produce un resumen de la literatura escrita: durante la esclavitad, durante la época después de esclavitad, después el anos 1950. El autor investiga cada época enfocando en ciertos temas y problemas pedidos y respondidos por muchos autores. Jackson da también al lector unos autores que han cambiado considerablemente la dinámica en el campo de la literatura afro-hispana durante sus días.
Luis, William. Key scholar on Cuban literature and antislavery narrative.
Piedra, José. “Literary Whiteness and the Afro- Hispanic Difference.” New Literary History 18.2 (1987):
303-32. Print.
Traces the history of the Spanish Language and its association with the idea of “whiteness” and “purification” in writing. Present the difference in literary styles amongst Hispanic purism and Afro-Hispanic literary tradition along with a few important authors who have pioneered this field.
Sigue la historia de la lenguaje española y su conexión con los temas blancuras y purificación en obras de literatura. Presenta la diferencia entre el estilos puro hispánico y lo tradicional de los afro-hispánicos. Presenta también unos autores muy famosos en el campo de literatura afra-hispánica.
Mitchell, Geoffrey Scott. Blacks, the White Elite …. Diss. Tulane University, 2006.
Williams, Lorna. Self and Society in the Poetry of Nicolas Guillen. Baltimore: John Hopkins UP,1982. Print.
An analysis of the poetry of Nicolás Guillén. Williams presents her commentary on reoccurring themes, societal issues, and Afrocentrism amongst other topics that Guillen addresses through his various poems.
Un análisis de la poesía de Nicolás Guillén. Williams presenta su comentario sobre temas comunes, problemas sociales y afro-centrismo entre otras tópicas de que Guillen habla en sus obras.
Bernabé, Jean, Raphaël Confiant, and Patrick Chamoiseau. Éloge De La Créolité: Édition
Bilingue Français-anglais = [In Praise of Creoleness]. Paris: Gallimard, 1993. Print.
Written as a response to the Négritude movement of the 1980’s, Eloge de la créolité is a short essay praising the idea of creoleness in terms of culture and linguistics. Although it is a French text, the main them of creoleness presented by the authors applies excellently to Afro-Hispanic literature and the post-colonial identity crisis of Afro-Hispanics in the Caribbean and Latin America.
Una dedición que describe la significación de la palabra “criollo” lingüísticamente y culturalmente. Bien que es un libro francés, la tema central aplica bien a la literatura y la crisis de identidad, gracias a la post-colonialismo, de los Afro-Hispánico en el caribe y América latina.
Badiane, Mamadou. The Changing Face of Afro-Carribbean Cultural Identity: Negrismo and Négritude. Plymouth: Lexington Publishers, 2010. Print.
Tracks the history of both Négritude and Negrismo literature of the Caribbean. Presents cross-cultural comparisons and differences between the two types of literature. Examines the work of multiple authors in both fields and comments on their contribution to the development afro-Hispanic and afro-francophone culture in the Caribbean.
Presenta la historia de ambas la literatura Négritude y Negrismo del Caribe. Muestra unas comparaciones culturales diferentes entre las dos literaturas. Examina las obras de múltiples autores en ambos campos y hace observaciones sobre lo que han contribuido al desarrollo de la cultura afra-hispánica y afra-francófona en el Caribe.
LITERATURE AND FILM
Barnet, Miguel. Biografía de un cimarrón
Barnet, Miguel., and Esteban Montejo. Biografía de un Cimarrón. Ed. WilliamRowlandson. Manchester:
Manchester UP, 2010. Print.
The transcript of an interview between Miguel Barnet, a Cuban writer, and Esteban Montejo, an escape slave. Broken into three units, Biografía de un Cimarrón tells the story of Montejo while he was living on the plantation, his life after escaping while living in the mountains, and his life during the time of the Cuban revolution. Although the facts and fiction of this novel have never been officially verified, this novel does provide a very accurate depiction of life in colonial Cuba during the nineteenth century from the perspective of the slave.
Una entrevista entre un escritor, Miguel Barnet y un anciano esclavo, Esteban Montejo. Divido en tres partes, Biografía de un Cimarrón dice la historia de Montejo cuando era esclavo en el ingenio, su vida en las montañas después de escaparse del ingenio y el tiempo durante la revolución cubana. Bien que no sabemos lo que es cierto y lo que es falso, este libro nos da una descripción fantástica de la vida colonial durante el siglo diez y nueve de la punta de vista de un esclavo.
Bolívar, Simón. “Discurso ante el congreso de Angostura.” (1819)
Cabrera, Lydia. Cuentos Negros de Cuba. Miami: Ediciones Universal, 1993. Print.
A collection of African folktales, Cuentos Negros de Cuba presents different facades of afro-Cuban culture through these 27 myths.
Una colección de 27 fabulas, Cuentos Negros de Cuba presenta fachadas de la cultura afro-hispana.
Carpentier, Alejo. El Reino de Este Mundo. Barcelona: Seix Barral, 2004. Print.
The second novel of Alejo Carpentier, El Reino de Este Mundo recounts the story of the Haitian Revolution from the perspective of a slave. More importantly, this novel presents Carpentier’s argument against the validity of French surrealism, which he has named “Lo Real Maravilloso”. This novel also provides the cultural perspective and importance of the voodoo religion in Haiti.
La segunda obra de Alejo Carpentier, El Reino de Este Mundo relata la historia de la revolución haitiana de la perspectiva de un esclavo. Más importante, este libro presenta su argumento de Carpentier contra la validez del movimiento francés de Surrealismo en que él descríbelo como “Lo Real Maravilloso”. Este libro da también la perspectiva cultural y la importancia de la religión de vudú en Haití.
Guillén, Nicolás.
La Ultima Cena. Dir. Tomás Gutiérrez Alea. Perf. Nelson Villagra, Silvano Rey, LuísAlberto García, José
Antonio Rodríguez, Samuel Claxton y Mario Balmaseda.ICAIC, 1976. Film.
Set in Cuba 18th century, La Ultima Cena tells the story of a highly religious slave master who decides to re-enact the last supper using twelve of his slaves as disciples. This movie provides an accurate depiction of colonial life during the time period along with incite into the daily lives and struggles of both slaves and Hispanics alike that were in the Cuba at this time period.
La última cena es la historia de un negrero muy religioso, en Cuba, que decide a replica la ultima cena de Jesucristo usando doce de sus esclavos como discípulos. Esta película darnos una representación fantástica del la vida cuotidiana colonial durante el siglo diez y ocho. Es mas, vemos bien la relación entre los esclavos y sus maestros hispánicos.
Estupiñán Bass, Nelson.
Martí, José. “Nuestra América.” (1891)
Morejón, Nancy.
Novás Calvo, Lino. Pedro Blanco, el negrero.
Rivera Aybar. El reino de Mandinga.
Suárez y Romero. Francisco and film, El otro Francisco.
Suárez y Romero, Anselmo. Francisco. New York: Imprinta y Liberia de N. Ponce deLeon, 1923. Print.
The story of two house slaves, Francisco and Derotea, who fall in love with one another, much to the displeasure of their master and her son. Being the first ever slave novel written in the Americas, Francisco provides an accurate depiction of the daily lives and struggle of slaves in nineteenth century Cuba.
La historia de dos esclavos, Francisco y Derotea, que se enamoran bien que su maestro y su hijo no la aproban, su relación. Por que es la primera obra que representa la esclavitad escrita en las Américas, Francisco pinta bien la vida cuotidiana de los eslavos en el siglo diez y nueve en Cuba.
Vasconcelos, José. La Raza Cósmica: Misión de la raza iberoamericana. Espasa-Calpe:Buenos Aires, 1948.
Print.
An essay that presents the idea for the creation of a “fifth race”: the cosmic race. Vasconcelos analyses the history of civilization in Latin American, and the commonalities amongst the Native societies and the African and European that later integrated. This essay thus offers an argument for the unification of the Americas (both north and south) as one entity, alleviating all previous notions of ethnicity.
Una redacción por José Vasconcelos que presenta la noción de la creación de una la raza cósmica, la combinación de todas los grupos étnicos en ambas las Américas. En primer lugar, Vasconcelos analiza la historia de la colonización de American latina por los europeos y, mas tarde, la integración de los africanos. Segundo, Argumenta que para deshacerse las divisiones raciales en las Américas se necesita unirse como una sola raza.
Villaverde, Cirilo. Cecilia Valdés.
Villaverde, Cirilo. Cecilia Valdes. Barcelona: Linkgua, 2012. Print.
Set in nineteenth century colonial Cuba, Cecilia Valdes is the story of a mulatto girl who falls in love with a white man who refuses to marry because of her race and social status. Although the plot of the novel is very cliché of romance novels, it presents an excellent model of colonial life in this time period. It also explores the often-double lives of white/European men and their outlooks on black and mulatto women within creole society.
Ambientado en Cuba del siglo XIX, Cecilia Valdés es la historia de una chica mulata que se enamoró de un hombre blanco que se negó a casarse gracias a su raza y estatus social. Bien que la trama de esta novela es bien cliché de las obras románticas, se presenta un buen ejemplo de la vida cotidiana durante este siglo. Explora también la vida doble de los hombres blanco y sus sentimientos interiores de las mujeres mulatas en las sociedades criollas.
Zapata Olivella, Manuel. Las claves mágicas de America: raza, clase, cultura. Barcelona: Plaza & Janes, 1989. *We want to give a class based on him; read all his works and then have student presentations on other Afro-Hispanic writers.
Tillis, Antonio. Manuel Zapata Olivella and the Darkening of Latin American Literature. Columbia: U of MO P, 2005. Print.
An analysis of the works of Manuel Zapata Olivella produced between the 1940’s through the 1990’s. Tillis take an afro-centric approach to each piece of literature thus exposing the Black aesthetics of Olivella’s work.
Un análisis de las obras de Manuel Zapata Olivella escritos entre los años 40s hacia los años 90’s. Tillis aborda estas obras de una punto de visto afrocéntrico y por eso muestra las estéticas negras en las obras de Zapata Olivella.
SUPPLEMENTARY ARTICLES
Decosta-Willis, Mariam. “Afra-Hispanic Writers and Feminist Discourse.” NWSA Journal 5.2 (1993):
204-17. Print.
Investigates the place of women writers in Latin American. Presents multiple female authors and analyzes their works in terms of the cultural themes they present which are prominent and communal throughout all of Latin America.
Investiga la posición cuotidiana de las mujeres en American latina. Presenta unas autores y analiza sus obras para temas culturales que son comunes a través todos los países de América latina.
Paz, Ivette Fuentes de la. Lo “africano” como una de las expresiones de la cubanidad elcaso del mestizaje
en la obra de Nicolas Guillén. Hypertexto 3 (2006): 64- 71. Print.
Discusses the phenomenon of transculturation or cultural dialogues amongst the indigenous people and post-colonial African slaves, culturally, in Cuba. Furthermore analyses the underlying Africanisms in the poetry of the famed Cuban poet Nicolas Guillen.
Presenta el fenómeno de transculturación o dialogues entre dos culturas como visto en Cuba con los nativos y la cultura de los ancianos esclavos. Analiza también los africanismos subyacentes en las poemas del poeta famoso cubano Nicolás Guillén.
Soldán, Edmundo Paz. “Alejo Carpentier: teoría y practica de lo real maravilloso.” Anales de la Literatura
Hispanoamericana 37. (2008): 35-42. Print.
Reviews the novel El Reino de Este Mundo by Alejo Carpentier while analyzing his usage of lo real maravilloso. Also provides justification of why he rejected the ideas set forth during the French surrealist movement of the early twentieth century.
Hace la critica de la obra El Reino de Este Mundo por Alejo Carpentier analizando su uso de lo real maravilloso. Justifica también por el argumento de Carpentier contra el movimiento francés de surrealismo durante la comienza del siglo veinte.
Williams, Claudette. “Cuban Antislavery Narrative in Postcolonial Light: Anselmo Suárezy Romero’s
Francisco” Caribbean Quarterly 52.4 (December 2006): 1-25. Print.
Analyzes the novel Francisco by Cuban author Anselmo Suárez y Romero, using post-colonial critical theory. Williams presents her ideas about themes addressed in the novel such as: plantation society and politics, house slave vs. field slave, the relationship between slave and master, and Africanisms in slave society.
Analiza la obra Francisco por autor cubano Anselmo Suarez y Romero, usando la teoría critica post-colonial. Williams presenta sus ideas sobre algunas temas del libros tales como: la sociedad y políticas del ingenio, la relación entres los esclavos de la casa y que trabajan en los campos, la relación entre los esclavos y el maestro, los africanismos que son aun presente en la cultura eslavo.
Catoira, Patricia. “Lengua, raza e identidad en la novela cubana de Cecilia Valdés”. Biblioteca Virtual
Universal. (2007). Print.
Analyses the novel Cecilia Valdes from a linguistic point of view. Focuses on the dialectal variations amongst the white, mulatto, and slave social classes in the novel. Presents analysis by providing commentary on phonetic, morphological, verbal morphological, and syntactic aspects.
Analiza la novela Cecilia Valdés de una punta de vista lingüística. Enfoca en la variaciones dialectales entre los clases sociales blanco, mulato y eslavo presentados en la obra. Presenta su argumento por medio de opinando de los aspectos fonética, morfológica, morfológica verbal y sintáctica.
Coloma Penate, Patricia, “Foot Tracks on the Ocean: Zora Neale Hurston and the Creation of an African
American Transcultural Identity” Diss. Georgia S U, 2012. Print.
Examines the works of authors Zora Neale Hurston and Lydia Cabrera using the theory of transculturation as presented by Fernando Ortiz. More specifically, draws comparisons in the domains of transculturation of African-based identities, folklore, effects of feminism, oral aesthetics, and African-based religion.
Examina las obras de las autores Zora Neale Hurston and Lydia Cabrera aplicando la teoría de transculturación inventado por Fernando Ortiz. Específicamente, hace comparaciones en los campos de transculturación de las identidades africanas, el folklore, los efectos de feminismo en sus obras, estéticas orales y las religiones africanas en las Américas.
Hoffman-Jeep, Lynda. “Creating Ethnography: Zora Neale Hurston and Lydia Cabrera” African American
Review 39.3 (2005): 337- 52. Print.
Compares the lives and careers of Zora Neale Hurston and Lydia Cabrera. Discusses commonalities amongst the novels Mules and Men (Hurston) and Cuentos Negros de Cuba (Cabrera). Mostly importantly Hoffman explores the ethnographical methods that each author used in research and writing their novels.
Compara las vidas y carreras de las autores Zora Neale Hurston y Lydia Cabrera. Presenta algunos parecidos entre las novelas Mules and Men (Hurston) y Cuentos Negros de Cuba (Cabrera). Más importante, Hoffman explora los estilos etnográficas que las dos usan durante sus investigaciones y la escritas de sus obras.
Alzate, Sandra L. “La relatividad de la verdad: Testimonio, narracion y memoria en la obra de Manuel Zapata Olivella.” Afro- Hispanic Review 30.1 (2011): 31-46. Print.
An examination of a few of the works of Manuel Zapata Olivella. In examining these particular works, Alzate presents an argument that they served a purpose of providing biographical testimonies to the life and struggle of Zapata as an Afro-Columbian.
Un análisis de algunos de las obras de Manuel Zapata Olivella. En analizando estas obras, Alzate presenta un argumento que estas obras son testimonies biográficas sobre la vida y lucha de Zapata gracias a estar afro-colombiano.
Martin, Denis. “Une nouvelle culture noire dans un monde nouveau: Entretien avec Manuel Zapata Olivella”
An interview with Manuel Zapata Olivella in which he discusses various pieces of literature and themes prevalent amongst the African diaspora community of the Americans
Una entrevista con Manuel Zapata Olivella en que descubre varios obras y temas comunes entre la comunidad afro-diáspora de la Américas.
Tillis, Antonio. “Chango, el gran putas de Manuel Zapata Olivella: un volver a imaginar y localizer Haiti y su revolucion mediante una alegoria postcolonial.” Afro-Hispanic Review 25.1. (2006):105-14. Print.
Analyses the postcolonial allegory of the Haitian revolution in Chango, el gran punta by Manuel Zapata Olivella.
Analiza la alegoría postcolonial de la revolución haitiana en la obra Chango, el gran punta de Manuel Zapata Olivella.
Primary Source Media – Gale Cengage
Do we want to buy any of this, or anything else from this outfit?
| Colonial Latin American Manuscripts and Transcripts from the Obadiah Rich Collection [View Guide] [Collection Information] [Download] |
| Conquistadors: The Struggle for Colonial Power in Latin America, 1492-1825: Parts 1-3 [View Guide] [Collection Information] [Download] |
| Documenting the Peruvian Insurrection [Download] |
| Latin American History and Culture: Series 1: Parts 1-7: The Yale University Collection of Latin American Manuscripts [View Guide] [Collection Information] [Download] |
| Latin American History and Culture: Series 2: Part 1: Cuban History and Literature [View Guide] [Collection Information] [Download] |
| Latin American History and Culture: Series 3: Parts 1-4: The Mexican Pamphlet Collection, 1607-1888 [View Guide] [Collection Information] [Download] |
| Latin American History and Culture: Series 4: Parts 1-7: The Mexican Rare Monograph Collection, 1548-1890 [View Guide] [Collection Information] [Download] |
| Latin American History and Culture: Series 5: Civil War, Society and Political Transition in Guatemala [View Guide] [Collection Information] [Download] |
| Latin American History and Culture: Series 6: Parts 1-7: Jose Toribio Medina Collection of Latin American Imprints, 1500-1800 [View Guide] [Collection Information] [Download] |
| Latin American History and Culture: Series 7: Cuba and the American Sugar Trade, 1897-1920: The Braga Brothers Collection [View Guide] [Collection Information] [Download] |
| Latin American History and Culture: Series 8: Cuba and the American Sugar Trade, 1921-1943: The Braga Brothers Collection [View Guide] [Collection Information] [Download] |
| Princeton University Libraries Latin American Microfilm Collection: Supplement VI Download] |
| Princeton University Libraries Latin American Microfilm Collection: Supplements I-V [View Guide] [Collection Information] [Download] |
| Records of the Department of State Relating to Political Relations between the U.S., Latin America and the Caribbean States, 1930-1944 [Download] |
| Records of the Department of State Relating to the Internal Affairs of Colombia, 1960-1963 [Download] |
| Records of the Department of State Relating to the Internal Affairs of Ecuador, 1960-1963 [Download] |
| Records of the Department of State Relating to the Internal Affairs of Guatemala, 1950-1954 [Download] |
| The Women’s Movement in Cuba, 1898-1958: The Stoner Collection on Cuban Feminism [Download] |
| Mexican Pamphlet Collection, 1605-1888 [Download] |
| Papers of the Agricultural Workers Organizing Committee, 1959-1966 [Download] |
| FBI File on Cesar Chavez and the United Farm Workers [Download] |
| Papers of the National Farm Workers Association, 1960-1967 [Download] |
| Papers of the United Farm Workers Organizing Committee [Download] |
| Collections of the United Farm Workers of America, Series 1: Office Files of the President of the United Farm Workers of America, Part 1: 1951-1971 [Download] |
Legajos and other materials from the AGI
Prices of reproductions from the AGI are here. We need to know what we want and how many pages, as prices are by format and page.
Also note that that the AGI has a lot of free resources and information online that we should have in our bibliographic guide.
Finally, do you think we should acquire any of the AGI related bibliography, here?
Project Narrative, Questions 5a and 5b — ROUGH draft
5. ECONOMIC AND/OR CULTURAL DEVELOPMENT AND IMPACT [total point value = 12]
This section of the proposal must describe the plan for disseminating the project and/or project benefits to
appropriate audiences in Louisiana. Non-science/non-engineering projects must, at
a minimum, present a plan to leverage Support Fund monies in the manner most appropriate to the proposal. In
the case of non-science/non-engineering disciplines, private sector involvement is not necessarily a
requirement, if the applicant can justify the lack of involvement. [emphasis added]
a. Relationships With Industrial/Institutional Sponsors (2 points)
Explain the manner in which the project will assist in establishing a new relationship, or strengthening an
existing relationship, with one or more industrial/institutional sponsors (e.g., private business, trade
organization, professional organization, non-profit or community organization, another university or
consortium of universities, or federal government agency). Also, explain the manner in which funding of
the proposed project will enhance prospects of attaining additional external sources of funding.
Here we can refer to and improve/update what we said in the 2005 application: on pp. 9-10 or so.
Ideas: Study abroad / institutional cooperation partners: Guadalajara, Oaxaca, Costa Rica, Guatemala,
Santander, Granada, also Poitiers. AND: projected future library cooperation with UNO. Also, programs of consulates / ministries of culture, etc.: must investigate and cite specific ones, not be vague.
Also, and this is important: Create students who are viable candidates for Fulbright and other
fellowships. Create faculty worthy of NEH stipends. Have resources so that at the institutional
level we can move on to Federal grants from agencies/programs such as FIPSE, and renewed cooperation with Federal programs abroad such as CNPq (Brazil).
b. Promotion of Economic Development and/or Cultural Resources (10 points)
In the case of projects in fields other than science/engineering, explain the manner in which the
proposed project will contribute to and benefit the academic and/or cultural resources of
Louisiana in both the long and short terms.
HERE is where I am having trouble coming up with things we haven’t said or implied or said
already. We can cannibalize the statement on the 2005 proposal, p. 10, but it needs improvement
and updating — especially that hokey first paragraph.
Project Narrative, Question 2b – draft
b. Work Plan of Proposed Project (equipment proposals = 18 points; non-equipment proposals = 23
points)
Describe the activities undertaken in the project to achieve the goals and objectives described above.
Indicate the person(s) who will conduct each activity. Provide a schedule of activities, with benchmarks to
be accomplished throughout the grant period. Describe how each objective will be evaluated.
b. Work Plan of Proposed Project (23 points)
A. Team and Consultants
A significant bibliography has already been compiled and is being augmented. It is being managed by Dr. Charles Triche, Dean of Libraries and Executive Director of the Edith Garland Dupré Library, and Ms. Monica Meaux, Library Specialist and Receipts Supervisor at Dupré. Compilers are Principal Investigators Dr. Leslie Bary (Latin American literature and film, cultural theory, reference), Dr. Julia Frederick (United States Hispanic history and culture), Dr. Mark Lentz (documents, history), and Dr. Richard Winters (language, linguistics), Dr. Brent Woodfill (anthropology, archaeology, Mesoamerica), and Dr. Charles Richard (Spanish Louisiana).
We have significant assistance from colleagues on campus including Dr. Francisco García-Rubio, Assistant Professor of Spanish (early modern Spain, Spanish film). Also contributing key bibliographic suggestions from their subfields are Dr. Suzanne Kocher, Associate Professor of French and College of Liberal Arts/BoRSF Endowed Professor (medieval studies), Dr. Jonathan Kulp, Associate Professor of Music and Margaret Chauvin Steen Villemez/BORSF Endowed Professor (music), Dr. Dayana Stetco, Associate Professor of English and Director of Creative Writing (film and film theory) and Dr. John Troutman, Assistant Professor of History (First Nations).
We must make selections on Spain and the Iberian Peninsula in a particularly strategic manner since this is the area we have least been able to develop in recent years. For bibliography on medieval and modern to contemporary studies from this region we have expert help from the following outside colleagues:
♦ Dr. Luisa-Elena Delgado, Associate Professor of Spanish and Global Studies, University of Illinois, Urbana-Champaign (modern and contemporary Spain)
♦ Dr. Dru Dougherty, Professor of Spanish, University of California, Berkeley (20th century Spain)
♦ Dr. Natalia Jacovkis, Assistant Professor of Spanish, Xavier University, Cincinnati, Ohio (contemporary film and film criticism)
♦ Dr. Jonathan Jarrett, Retained Lecturer in History, Queen’s College, Oxford University, United Kingdom (medieval Spain)
♦ Dr. Sharon Kinoshita, Professor of Literature, University of California, Santa Cruz and Co-Director, University of California Multi-Campus Research Project in Mediterranean Studies (medieval Spain)
♦ Dr. Jonathan Mayhew, Professor of Spanish, University of Kansas, Lawrence (modern and contemporary Spain)
♦ Dr. C. Christopher Soufas, Professor of Spanish, Temple University, Philadelphia, Pennsylvania (20th century Spain)
♦ Dr. Jesús Torrecilla, Professor of Spanish, University of California, Los Angeles (18th and 19th century Spain)
♦ Dr. John C. Wilcox, Professor Emeritus of Spanish, University of Illinois, Urbana-Champaign (20th century Spain).
B. Timetable and Benchmarks
During the remainder of AY 2011-2012, we will continue to research our bibliography. We will continue work already begun on the hierarchization of priorities. The total cost of our current list is greater than the amount we are requesting in the present proposal and funding, if awarded, may not be granted at 100%. We have already determined that if we are funded at less than 100% we will eliminate all items costing over $1,000, and all items costing $25 or under and available from U.S. vendors. The rationale for this is that with a smaller award, more than $1,000 is simply too much to spend on any single item, and that items available and accessible at $25 and less can, if absolutely necessary, be acquired by individuals with personal funds or ideally, acquired for the collection with internal monies.
We will prioritize reference items costing up to $1,000, academic books costing $50 to $150, and primary and secondary sources coming from Spain and Latin America. These last, while not always expensive, take time to arrive and can also be complicated for individuals or smaller academic units to acquire. This bibliographical work will be helpful to us whether or not we are funded at this time, since it will constitute a comprehensive and coherent plan for the development of our Hispanic World related holdings.
If funded, we will designate specific dollar amounts to each relevant subfield, and select the most essential titles from our lists. This work will be done during the summer and fall of 2012, when we will also begin ordering materials. We have chosen a two-year timetable because some foreign items take time to arrive, because availability issues may arise, and because we want to give ourselves ample time for cataloguing and also publicity. However, the bulk of the orders will be made in AY 2012-2013. In AY 2013-2014 we will finish ordering and cataloguing, and also develop bibliographic guides to raise awareness of the enhanced collection and help users navigate it.
C. Evaluation
Evaluation is already underway and will be ongoing. For this kind of project evaluation is not difficult since we are all experts in field. We are able to cross check bibliographies, consult book reviews in professional journals, and communicate with vendors, librarians and archivists across the United States and abroad. Since we are all familiar with resources and needs at UL Lafayette and have worked together on other projects, issues such as prioritization are easy to discuss.
Co-Principal Investigator Dr. Charles Triche, Dean of Libraries and Executive Director of our main library, has extensive professional training and experience evaluating bibliography, and our outside consultants will continue to assist us. Since acquisitions will be housed and catalogued in the main library, their quality will also be accessible for evaluation by all library patrons as well as any expert who may undertake the task.
Project Narrative, Question 2a – draft
2. THE ENHANCEMENT PLAN (66 points)
2a. Project Goals and Measurable Objectives. (5 points)
In AY 2006-2007, three of the seven members of our team were Co-Principal Investigators on BoRSF Traditional Enhancement Grant ENH-TR-75, Traditional Sources for Tomorrow’s Americas. This earlier library enhancement project focused on sources for Latin America and the Caribbean. Its impact on our collection is palpable. Library users are well aware of the grant since every book acquired bears a BoR plaque. Appreciation of our selections has been expressed repeatedly by researchers, especially newer research faculty and advanced students, and the enhanced holdings have worked well to support the expansion of our programs, as described above in Section 1(a).
The goals of the current team and project build upon those formulated for 2006-2007, which were to enhance collections such as to provide advanced undergraduates and early stage graduate students in Latin American and Caribbean Studies with with solid, current materials; to facilitate faculty research productivity; and to provide additional resources for research for visiting scholars and colleagues at nearby institutions. We now serve more students and a larger faculty, and our degree programs have expanded. As the leading university in our system and with rapidly growing programs focused on the Hispanic world, we must develop our library collections in a systematic way.
We intend to deepen the achievements of the past five years, developing collections so as to build toward further program expansion. We aim (a) to update and enhance our collection of major primary and current secondary sources so that students and faculty can remain current and enhance competitiveness; (b) to strengthen the collection such that it serves still better the larger academic, general, and business/industrial communities of our region; (c) to build holdings to support future Hispanic world scholarship, including scholarship undertaken in new degree programs; (d) to enhance our archival and reference collection so as to facilitate scholarly work on our documents from Spanish Louisiana.
Project Narrative, Question 1c – draft
c. Impact on Existing Resources (5 points). Describe the manner and the extent to which the project will complement and improve upon the existing resources of the department(s) or unit(s).
The acquisition of research materials will enable all relevant departments to strengthen their course offerings. It will encourage cross-disciplinary study, and provide exemplary training in research techniques. An enhanced and updated collection of primary, secondary, and reference materials will enable us to add depth to the undergraduate programs in History and Spanish, the M.A. concentration in Latin American History, and the undergraduate and graduate programs in English and Francophone Studies. It will also broaden the scope of in-context studies in all relevant disciplines in the humanities and social sciences, including the new International Studies concentration in Political Science, as well as the programs in Business and Nursing.
Stronger holdings will enhance the University’s ability to produce nationally and internationally competitive graduates. They will facilitate faculty research, increase research productivity, and enhance our ability to attract and retain competitive faculty. Such holdings will, in addition, be a resource for the broader community, including the business, scientific, technological, and arts communities, and for researchers based at neighboring institutions. It may be worth pointing out that in the humanities especially, primary materials are our object of study; that much key secondary work is published in books, to which students must have access to receive an up to date education and faculty, to remain current and to produce new research; and that print is often the most economical format for reference works.
The proposed acquisitions will strengthen holdings at Dupré Library at their base. Standard reference and critical materials such as the New Cambridge Medieval History (2006) and the Visual Culture Reader (2002) are essential not only for Hispanists but also for scholars in other humanities, social sciences, and arts disciplines. Major primary texts are additions to the collection that will not go out of date. Key secondary works and studies which have become standard will enhance our library’s ability to remain competitive. Strong reference and secondary materials, as well as contextualizing primary materials, will also facilitate work by local and visiting scholars on some of our rarer holdings, which include archival documents from Louisiana’s Spanish period.
Project Narrative, Question 1b – draft
b. Rationale for Project (5 points). Summarize briefly the need for the proposed project and how it comprises part of a plan to enhance the affected department(s) or unit(s). 5 points.
1. THE CURRENT SITUATION
[a. Institutional Description]
b. Rationale for Project (5 points)
UL Lafayette is the second largest university in Louisiana, and the largest in the UL system; our research profile is high and growing. Our academic resources serve not only UL faculty, graduate and undergraduate students but also the community at large, area high school students, and students at nearby universities with more limited collections, as well as the University of New Orleans which has just joined our system and is a peer institution in terms of research productivity. In this panorama we have not only an institutional need, but also a responsibility to maintain our high-level research collections with new resources. Although budget difficulties at the state level in the past three years have limited our university’s ability to keep up with the demand for new, high-quality sources, the size and scope of programs on and relating to the Hispanic world has grown markedly. We propose to purchase key monographs, reprinted primary sources, facsimiles of early documents, cinematic works, and microfilm of archival records. In order to create a balanced and extensive collection of essential resources, we have canvassed relevant faculty on campus and noted scholars in the field at leading institutions to create a list of critical needs in our library. We have developed a broad-based bibliography that we hope to purchase over the course of two years, vastly enhancing our collection.
Over the past five years, student enrollment in courses related to the Spanish speaking world has increased sharply. While this increase is most dramatic at the lower levels, where numbers have more than doubled, demand has increased at the upper levels as well. In response to this situation the University has expanded its Hispanic World course offerings and student research opportunities, and has added two new graduate faculty members and two full-time, non-tenure track faculty members. These professors have created new courses on the languages, cultures, history, geography, and archaeology of Spain and Latin America. In addition to the new study abroad and exchange programs mentioned above (Section 1.a.), a program in Costa Rica oriented toward the sciences will enter its second year in 2012. On their own initiative students returning from the Central American programs, led by a non-traditional Anthropology student originally from Colombia, have begun a partnership with the communities in the vicinity of a UL-affiliated archaeological project in Guatemala, designed to supply local primary schools with badly-needed academic supplies. These initiatives must be matched with a corresponding expansion of our research infrastructure related to the Hispanic world.
Recent growth in Hispanic Studies at UL corresponds to national trends. U.S. Census figures for 2010 indicate that young Hispanic students are now the largest minority on U.S. college campuses. In August, 2011 the Pew Hispanic Center reported a spike of 24% in college enrollment for this group from 2009 to 2010 alone. This presence, added to the size and interest of the Hispanic world outside the United States, attracts students to courses in Spanish and Latin American Studies in numbers that make Spanish the most studied language in the United States. In a seminal article leading Hispanist Carlos Alonso, whose proposals on curricula in Hispanic Studies we discuss below (Section b.4), refers to Spanish as “the foreign national language.” (2007) As colleges and universities nationwide adjust to this reality, libraries and research centers must enhance their Spanish language and Hispanic world-oriented resources.
Louisiana’s Hispanic and Latino population grew by 78.7% from 2000 to 2010, and Lafayette Parish experienced an increase of over 100%. Many are seeking college educations both as traditional and non-traditional students. Moreover, many Latin American nations, weathering the current economic crisis better than much of the world, have set aside millions of dollars to send thousands of students to study abroad on scholarship. From a local standpoint, students in South Louisiana are rediscovering their Hispanic roots and taking an interest in the era of Spanish rule over the region. To attract these students and provide them with adequate resources, universities must expand the holdings of their libraries and research centers, especially in terms of Spanish-language source, reprints of key primary texts, landmark studies, and recently-published works on the history, culture, and economies of the Hispanic world.
Our other points are here. We can make them in other sections – remember this section is only 5 points and BoR does not want repetition. My old boilerplate for section 1.b, the part still relevant but not used here, can be melded into the boilerplate for section 1.c.
Hispanic World Sources for the 21st Century 