T/TR 1:30-3:18 p.m.
SPA H680/Primavera/2006
Office: 262 Hagerty HallTels. 292-4624/4958
Office Hours T/TR/5:20-5:45 en H251; TR 11:30-12 y miercoles o viernes por cita (2-4958)
ahern.1@osu.edu
Voces y culturas indígenas de Hispanoamérica:
Pasado y Presente
Indigenous societies and their expressions are the components that distinguish Latin American culture from the traditional Western canon. The primary objectives of this course are to introduce the Spanish Honors student to the study of the continuities and transformations that link the pre-Hispanic and colonial indigenous texts with contemporary cultural expression, and to a critical understanding of this rich cultural heritage not as a not as a "static" corpus pertinent to a single historical period, but rather as a dynamic continuum that continues to generate vibrant cultural expression and change in present-day Latin America. For Autumn quarter 2006 this course will focus the constructions of identity, testimony and auto-representation in 3 major geo-cultural areas, Mesoamerica (Maya-Quiché); Central Mexico (Nahua) and the Andes (Quechua-Aymara) and how they reflect the uses of the past and diverse cultural memories. A major objective is the exploration of topics for future development as honors thesis. Prerequisite: SPAH450 or SPA 450. Non Honors students GPA 3.3 or above. The course is conducted in Spanish although some critical readings may be in English. This is a discussion based course that includes extensive readings of the primary texts, oral presentations, written essays, quizzes and a late term examination.
Lecturas Primarias Colectivas (Comprar en wwww.latambook.com y SBX)
Popol Vuh: The Definitive Edition of the Mayan Book of the Dawn of Life. Trans. & Intro. by Dennis Tedlock. Simon & Schuster: Rev.ed., 1996 (en español, Popol Vuh. Las Antiguas historias del Quiché. Trad. Intro y notas por Adrián Recinos. Fondo de Cultura Económica, 2003)
Florescano, Enrique. Memoria mexicana. Fondo de Cultura Económica. 3ª ed. 2004. Burgos, Elizabeth. Me llamo Rigoberto Menchú y así me nació la conciencia. Siglo XXI editores, 2003. [PDF] y CR
León-Portilla, Miguel. Nuestros poetas aztecas: una introducción a la poesía de los antiguos mexicanos. Editorial Diana, 2003.
The Codex Mendoza. Edited by Frances Berdan and Patricia Rieff Anawalt. U. of California Press, 1992. [imágenes en pdf]
León-Portilla, Miguel, ed. Visión de los vencidos. Relaciones indígenas de la conquista. Universidad Nacional Autónoma de México. 2005.
Felipe Guaman Poma de Ayala. La Primer Nueva Corónica y Buen Gobierno. Rolena Adorno y John Murra, eds. Siglo XXI .digitalizada a partir del ms. original de la Biblioteca Real de Dinamara en http://www.kb.dk/elib/mss/poma/
o edición de Franklin Pease, Fondo de Cultura Económica. = CR.
Cáceres Romero, Adolfo. Poesía Quechua del Tawantinsuyo. Ediciones del sol, 2000.
Valderrama Fernández, Ricardo y Carmen Escalante Gutiérrez. Gregorio Condori Mamani: Autobiografía. Centro de Estudios Rurales Andinos Bartolomé de Las Casas. 2da ed. 1979. [PDF] y CR.
Lecturas de Fuentes Secundarias y Contextos
Web Page de H565 y enlaces y Closed Reserve Sullivant Library
Zevallos-Aguilar, Ulises."From Representation to Self-representation: Life Stories, Testimonios, and Auto-ethnographies in Spanish America". Interletras. Revista Transdisciplinar de Letras, Educação e Cultura da UNIGRAM-MS Dourados MS V.2 N.3 (2005) jul./dez [on line].
Beverley, John. Testimonio: On the Politics of Truth. U. Minnesota Press, 2004.
Arias, Arturo. Ed. The Rigoberto Menchú Contraversy. U. Minnesota Press, 2001.CR
Montejo, Victor. Maya Intellectual Renaissance: Identity, Representation and Leadership. U Texas Press, 2005. CR
Nance, Kimberly. Can literature promote justice? :trauma narrative and social action in Latin American testimonio. Vanderbilt Up Press, 2006. CR
Documentación: Garibaldi, Joseph & Walter S. Achtert. MLA Handbook for Writers of Research Papers. 6th ed., 2004.
Un buen diccionario de la lengua española, por ejemplo, Vox or Larousse.
Requisitos de Aprobación y Evaluación
| 1 Presentación oral | 10% |
| 3 Ensayos escritos | 60% |
| Examen Escrito y quizzes | 20% |
| Participación, Asistencia y Mejora | 10% |
CALENDARIO DE LECTURAS Y TEMAS
CR = Closed Reserve, Sullivant Library)
Mesoamérica: Cultura Maya-Quiche: La palabra antigua
Introducción
Jueves 21 de setiembre -Orientación al curso. Video "The Maya: Temples, Tombs and Time" o "Lost Kingdoms of the Mayas o Ver: "Codices mayas", "Los enigmáticos códices", http://www.mayadiscovery.com/es/historia/codices.htmVer: "Códices mayas:
http://www/famsi.org/spanish/mayawriting/codices/introduction.html
Semana 1
Popol Vuh. - Mito, tiempo y creación Quiche; Oralidad, traducción, performance y escritura.Leer: Preface y Part 1 (Tedlock) 1-74.
Leer: Memoria Mexicana, Cap. 1, "Las cosmogonías mesoamericanas y la creación del espacio, tiempo y la memoria", 13-65.
Comentar: "Popol Vuh: Texto bilingue (PDF) y el Cuestionario
Leer: de la Garza, "La visión maya de los orígenes."
http://www.mexicodesconocido.com.mx/espanol/historia/prehispanica/detalle.cfm?idcat=1&idsec=1&idsub=1&idpag=1862
Jueves 28 de setiembre
Popol Vuh. Modos de Saber y Contar. Oralidad y performance. Tiempos míticos e históricos.
Leer: Tedlock o Recinos: Parts 2, 3, 4, 5, 77-198. Cuestionario en grupos.
Memoria mexicana - Continuar Cap. 1, 'Del relato mítico al registro histórico", 66-99.
Para más contexto: Schele & Friedel, "Sacred Space, Holy Time and the Maya World" [PDF]
y/o de la Garza, "Jugando el juego de los astros"
http://www.mexicodesconocido.com.mx/espanol/historia/prehispanica/detalle.cfm?idcat=1&idsec=1&idsub=1&idpag=1864
Semana 2
Martes 3 de octubrePopol Vuh: Modos de Narrar: Visual y escrito.
Ver: Video: "Popol Vuh" Patricia Amlin.
Comentario en clase del cuestionario: Narrando lo oral, lo visual y lo escrito.
Para más contexto: Schele & Friedel: "The Mayan Ball Game" [PDF]
Jueves 5 de octubre - Temas pendientes.
Temas pendientes y presentaciones orales sobre Popol Vuh.
Avanzar lecturas de Me llamo Rigoberto Menchú
Guatemala Siglos XX -XXI: Testimonio y Memoria
Semana 3
Martes 10 - Testimonio y Trauma: voces individuales, colectivas y representadas.Burgos, Me llamo Rigoberto Menchú y así me nació la conciencia [PDF] y CR.
"Rigoberto Menchú: Cassandra and Crusader" : Entrevista , DVD
Leer: Introducción y los capíitulos selectos [CR]
Leer: Menchú. Conferencia Premio Nobel de la Paz, 1992.
http://nobelprize.org/nobel_prizes/peace/laureates/1992/tum-lecture-sp.html
Comentar en clase: ¿Qué es el testimonio? ¿El testimonio indígena? ¿Quién representa a quíen? ¿De que se trata la crisis de la representación indígena? La narrativa de trauma y justicia social en América :Latina.
Marco teórico: Beverley, Selecciónes de Testimonio: the Politics of Truth = CR
Marcus & Fisher, selecciones de Anthropology as cultural critique = CR
Para más contexto: Nance, Can literatura promote justicie? Trauma narrative and social action in Latin America. CR
Jueves 12 - The Rigoberta Menchú Contraversy y Memoria del Silencio
Comentar: ¿De qué se trata la controversia? ¿La(s) "verdad(es)" de quién(es)?
Lecturas selectas de Arias, The Rigoberta Menchú Contraversy, (Arias, Menchú, Taracena, Stoll, Ferman, Beverly , Morales, Montejo) = CR
y Montejo, "Truth, Human Rights and Representation: The Case of Rigoberta Menchú" in Maya Renaissance: Identity, Representation and Leadership. = CR:
Discutir en clase: Escribir Trauma; Narrar Genocidio.
Guatemala: Memoria del Silencio, Menchú, "Quincentenerary Conference and Earth Summit 1992", Rigoberta 2 [PDF], Informe de la Comisión para el Esclarecimiento
Historico (CEH, Guatemala, 1999 = CR y
http://edualter.org/material/Guatemala/segnovmemoria.htm
Nunca Mas: El Informe REMHI: Versión resumida
http://www.odhag.org.gt/INFREMHI/default.htm Guatemala 2006, NPR Report::"Guatemala Police Archive Yields Clues" [PDF] y CR.
Semana 4
Martes 17 de octubreTemas pendientes
Presentaciones orales sobre Popol Vuh, Menchú, Guatemala, testimonios
Entregar Primer Ensayo Escrito
Jueves 19 de octubre - Mito e historia de la Cultura Nahua
Leer: Memoria mexicana, caps. II, concepción Nahua del tiempo y el espacio; III,
Representación y usos del pasado, 100-176; IV, Mito e historia, 177-255 M
Leer: Visión de los vencidos: Apéndice: Evolución cultural de Mexico antiguo, pp. 191-220
Ver: Solís y Gallegos: "El camino a Atzlan"
http://www.mexicodesconocido.com.mx/espanol/historia/prehispanica/detalle.cfm?idcat=1&idsec=1&idsub=9&idpag=1244
Nahua Culture (Mexica or Aztec) http://www.ancientscripts.com/aztec.html
"Coatlicue "
http://www.mexicodesconocido.com.mx/espanol/historia/prehispanica/detalle.cfm?idcat=1&idsec=1&idsub=9&idpag=1416
Matos Monteczuma, "El mito del regreso de Quetzalcoatl"
http://www.mexicodesconocido.com.mx/espanol/historia/prehispanica/detalle.cfm?idcat=1&idsec=1&idsub=9&idpag=3518
"Huitzilopochtli"
http://www.mexicodesconocido.com.mx/espanol/historia/prehispanica/detalle.cfm?idcat=1&idsec=1&idsub=9&idpag=1295 itz
Voces y visiones nahuas: Cantos y Testimonios
Semana 5
Martes 24 de octubreTenochtitlan/Mexico - Ciudades Antiguas: Cantos y Vida Cotidiana
Leer y comentar: Nuestros Poetas Aztecas [PDF] - selección de cantos. Cada alumno elige 3 para comentar escrito.
Ver: Los Códices Mexicanos [PDF] :
Tenochtitlan en el Códice Mendoza : Fundación, Tributos, Gentes y vida cotidiana.
Ver: Codex Mendoza - http://www.geocities.com/a1ma_mia/codex/ y
Codex Mendoza, imágenes [PDF].
Warfare: http://www.azteca.net/aztec/nahuatl/warfare.htm
Nahuatl Books and Writing - http://www.azteca.net/aztec/nahuatl/writing.html
Para más contexto: "Sociedad nahua" [PDF] Carrasco, "Symbol in Aztec Thought" en City of Sacrifice, Web E-book, OSCAR. Huehuetlaltolli [PDF] Selecciones.
Jueves 26 de octubre - Testimonios de "victores" y "vencidos"
Leer: Visión de los Vencidos 1-158.
"Diálogo con los Doce" [PDF]
Comentar en grupos: Cuestionario
Testimonios visuales: Lienzo de Tlaxcala y El Códice Florentino, Ver: Sahagún (Book 12/Conquista [PDF].
Representaciones de Malinztzin (PP Ahern).
Para más contexto: Favrot Peterson,"Lengua o Diosa? The Early Imaging of Malinche", [PDF]
Semana 6
Martes, 31 de octubre - Poesía contemporánea indígena -de MexicoLeer: Montemayor, "Pasado y presente de la escritura en lenguas indígenas"; Arias Pérez, "Las creencias católicas entre los tzotziles y los tzeltales" "Los Nahuales o tonas" "Los huicholes y el Venado Azul" [PDF "narrativa"]
Comentar.
Leer: Beatriz Cuevas Cob, Maya Yucateco, "Iras a la escuela"; Natalio Hernández, "Caminemos solos", "No quiero morir"; Diego Méndez Guzmán, "Pereginar de San Ildefefonso", Tzeltal. Jesús Salinas Pedraza . (ñahñu), "La computadora"y sus aflicciones en la escritura de ls lenguas indígenas [PDF, "La voz profunda"] Comentar 3.
Comentar "Dia de los muertos en Mexico - Las ofrendas
Jueves 2 de noviembre
Presentaciones orales sobre México antiguo y actual
Entregar Ensayo # 2 Sobre Mexico Antiguo Y Contemporaneo
Mundos Andinos
Semana 7
Martes 7 de noviembre - Guaman Poma de Ayala y su La Primer Nueva Corónica y Buen Gobierno
Leer: Selecciones de Guaman Poma de Ayala (http://www.kb.dk/elib/mss/poma), La Primer Nueva Corónica y Buen Gobierno, el manuscrito online.
Leer: Prologo Guaman Poma [PDF]
Comentar: Su propuesta andina: Gentes: Incas, Coyas, Andinos, Españoles, Mestizos, Negros, Clérigos, Estaciones y Fiestas, Ciudades.
Adorno, "Icons in Space"; [PDF] ; Franklin Pease, "La percepción andina del otro en la conquista de los Andes."[PDF].
Rodrigo Montoya Rojas, "Historia, memoria y olvido en los Andes Quechuas",
http://www.andes.missouri.edu/andes/Especiales/rmmemoria/rm_memorial1.html
Jueves 9 de noviembre
Ortiz Rescaniere, De Adáneva a Inkarrí (una visión indígena del Perú) - selección [PDF] y CD
Leer y Comentar: Poesia Quechua del Tihuantinsuyo.
Cada alumno elige 3 poemas para comentar
Semana 8
Runakuna - Vidas Andinas -
Autobiografía y Autorepresentación indígena
Martes 14 de noviembre - Gregorio Condori Mamani - Autobiografía
Leer y comentar: Prefacio, Nota Preliminar y 1-94
Jueves 16 de noviembre -Asunta Quispe Huamán - Autobiografía: La mujer andina
Andean Lives [PDF]
Asunta [PDF]
Leer y comentar: 95-127
Texto alternativo: Manuela Ari: an Aymara woman's testimony of her life / edition prepared by Lucy T. Briggs. = CR
Recoger Examen Escrito "Take Home"
Semana 9
Martes, 21 de noviembre - Testimonio Visual del Cuzco: Siglo XXEntregar Examen Escrito
Film: "Martin Chambi and the Heirs of the Incas."Comentario colectivo en clase:
Para más contexto:
Música andina: Selecciones de Arguedas y de Rowe, sobre el charango, el huayno y danzas y festivales andinos. (por indicar)
Ver: Peru Mestizo : http://www.humanities-interactive.org/a_base_UD.html
Jueves 23 de noviembre - feriado - Dia de Acción de Gracias
Semana 10
Martes 28 de noviembreTemas pendientes y Presentaciones sobre temas andinos
Jueves 30 de noviembre
Temas pendientes y Presentaciones sobre temas andinos
Entregar Ensayo Sobre Temas Andinos
Evaluación del curso
Course Requirements(read carefully)
Active Participation in the class sessions and attentive reading of all the required texts and other assigned materials before each class session are absolutely required. This is a discussion based class. Your consistent participation is a key component of our learning environment, thus you are expected to come to class ready to discuss the readings, to articulate questions about what you did not understand, and to help your classmates understand something you did understand. Be aware that H565 is one of the new 'rigorous' honors courses that and as such requires extensive weekly reading, discussion and research beyond merely attending class and taking notes.Attendance is required, but it is not sufficient. Punctual regular attendance is required for successful progress in this course. More than two unexcused absences will definitely jeopardize your final grade, and may result in the loss of an entire grade point or more. Acceptable grounds for excused absences are strictly limited to: a) pre-arranged, university sponsored activities; b) your own illness; c) death or grave illness in your immediate family; d) jury duty or required legal appearances. All instances require written validation. Request excuse by phone or e-mail before class. No make-up will be allowed without a medical/legal written excuse.
Tardiness: Plan to attend punctually. Late arrivals are disruptive to class sessions and discourteous to your classmates and your instructor. Late work will be accepted past the due date but 5 points will be deducted for each class session that it is overdue. Exceptions will be made only in the case of serious documented excuses. Work will not be accepted after the last day of class.
GRADING is on the basis of quality, improvement, participation and attendance. No "Incompletes" except for documented legal or medical emergencies
Quizzes: You can expect unannounced quizzes on each unit of required readings, videos or any materials discussed at any point in the course. No makeups on quizzes missed.
Oral Presentation: 10 -15 minutes of oral presentation of analysis on the topic of one of the assigned collective primary readings or on one of the articles or books on reserve or application of a concept about testimony or representation to a text we have read. It should be accompanied by a handout that outlines your major points and includes key citations, references and images. You are encouraged to present visual as well as verbal elements to illustrate your points and stimulate discussion. Close with a question about your topic. The oral version can become the nucleus for one or part of a written essay on the same or a similar topic. If you wish to use PowerPoint, you need to be sure your formats are compatible with the setup in our classroom and check before hand that it will work. Always prepare materials for a back-up in case technology fails. Oral presentations must fall within the calendar days scheduled for the unit on the topic. You need to sign up for a date on the schedule that will be circulated and define your topic as early as possible. See the bibliography of secondary sources and the items under "Para más contexto" in this syllabus as well as the suggested topics on the sheets on "Orientación lectiva y temario" distributed for most units. For the topic of the oral presentation you need to consult me by e-mail or phone before you begin preparation. In case of changes of date or topic, I must by notified by phone or email before the day scheduled in order to plan class time equitably and productively It is not acceptable to present a descriptive summary of events, the author's life or repeat introductory information from the readings or 'paste in' material from Internet sites without citing the source.
"Buen comienzo, mitad hecho."
Written Essays in Spanish (6-10 pages). These are thoughtful essays of the reaction paper type that first and foremost express your own ideas and reactions as well as textual and/or cultural analysis, the first one on the Maya-Quiche-Guatemala topics; the second on Ancient and Modern Mexican topics; the third and final essay on an Andean topics and based on the primary assigned texts or alternatives that I have approved. .You are encouraged to choose topics and texts that reflect your own interests, or issues raised by your readings or during class discussions or among those suggested by the professor in consultation by e-mail or phone. I'm happy to help you develop a specific focus or a topic through consultation during my office hours, or by email or by phone. It's advisable to consult me as far in advance as possible. Base your arguments on textual or visual evidence and be sure to include it and cite it in your paper. You should incorporate readings of critical and contextual materials for research beyond the collective reading assignments. Each essay should aim to relate at least 1 early text or issue with one later or contemporary one, for example: How do the wealth of references to Popol Vuh function in the Rigoberta Menchú representation? How do the written and visual auto-representations of Guaman Poma compare with those of Gregorio Condori Mamani, or how does Asunta Quispi Huaman 's auto-ethnography differ or coincide with that of the Aymara woman, Manuela Ari? How do they contrast with the visual depictions of women by Guaman Poma? What gender and cultural factors come into play? How do any of the texts you have read affirm or contradict Beverley's definitions of testimony or 'political truth' or Nance's concept of trauma narrative? Our focus on testimony, representation and auto representation offers you many ways to frame your discussion. Be sure to include conclusions and bibliography of works cited or utilized. For most texts the suggested topics on the sheets on the "Orientación lectiva y temario" sheets that I distribute for most units provide many avenues to explore. The items in "Para más contexto "also offer other perspectives or alternative texts.Papers must be typed or word-processed double spaced, with a 1 inch Left Hand Margin for ease of reading and revision, using a normal 12 point font. Please do not use abnormally large or small fonts or margins. Format is MLA Handbook for Writers of Research Papers, 6a ed (at SBX and most all bookstores, and on a shortcut sheet that I distribute in class) with foot or endnotes and a page for works cited for all references, including digital or electronic media sources. Papers are due the day indicated on the course calendar, unless I modify the dates through announcement in class or by e-mail. Points will be deducted for late submissions. You should consult with me in advance -e-mail is fine - regarding your choice of topics. You should start your project by writing a short abstract or statement of your issues or problem in one or two paragraphs with the basic tentative bibliography of primary and secondary sources which are usually the class readings. You can use it to discuss your topic with me or get feedback from me about it before you start writing.
Nota Bene: Regarding Use of Any Internet, WWW, Video, Film or Pring Materials
The sources for all material, images or information obtained through WWW or in any kind of print or video form must be correctly attributed. Any information of any kind that is not your own original idea must be correctly cited as indicated in the MLA format to be distributed in class. Any material that is not your own which remains uncited will be subject to the university guidelines concerning plagiarism and academic misconduct.
Plagiarism is the representation of another's works or ideas as one's own: it includes the unacknowledged word for word use and/or paraphrasing of another person's work, and/or the inappropriate unacknowledged use of another person's ideas. All cases of suspected plagiarism, in accordance with university rules, will be reported to the Committee on Academic Misconduct.
Turnitin.
Disabilities
Please let me know immediately if you have any special needs due to disability issues. The Office for Disability Services, located in 150 Pomerene Hall, offers services for students with documented disabilities. Contact ODS at 2-3307/
Acquire a good Spanish/Spanish dictionary such as Vox or Larousse from Latin American Book Sources, Inc. at www.latambooks.com on the Web (type in Vox or Larousse in the search box) and keep a list of new vocabulary for each reading selection, as 16th -18th century colonial Spanish will challenge your lexicon. Get the Spanish dictionary not a bilingual one.
Above all, keep up with the reading..There is an extensive amount of information in this course; you can't hope to master it by cramming at the last minute or talk intelligently about it in class if you haven't read it. If there is a gap in your notes or a concept you have missed due to absence, get notes from a classmate and handouts from the instructor or come to see me during office hours.
Academic Conduct - The university guidelines for academic conduct apply to all aspects of this course.
¡Bienvenidos a H565!