Spanish and Latin American Studies Content Modules
2017/18
Level 4 Modules:
Full Module Title:
Module Code:
Credits/Level:
Convenor:
Lecturer(s):
Entrance
Requirements:
Day/Time:
Module
Description:
Introducción al mundo hispánico
ARIB136S4
30 credits / Level 4
Dr Carmen Fracchia
Dr Emily Baker (Term 1) / Dr Carmen Fracchia (Term 2)
Language pre-requisite: A-Level Spanish or equivalent
Mondays 6.00-7.30pm (Terms 1 and 2)
Taught in Spanish, this module provides you with the opportunity to
engage with the target language through a range of key literary and
visual texts. It introduces you to different aspects of the Hispanic
world by focussing on the relationship between literature, art and
society (as well as history and politics).
On completion of the course, you should be able to engage critically
with key aspects of the cultures of the Spanish-speaking world in both
the early modern and modern periods of its diverse history.
In the first part of this course you will have an introduction to Latin
America‘s famous ‗Boom‘ generation through one of its key novels,
Carlos Fuentes‘ La muerte de Artemio Cruz. We shall examine the
novel in detail, a few chapters at a time, as well as discovering key
trends in literary and cultural criticism through a number of secondary
texts.
In the second part, you will have an introduction to the
Spanish and Mexican visual form of the early modern period through
key paintings: Las Meninas (1656) by Diego Velázquez, The
Breamore Casta Paintings (c. 1715) by Juan Rodríguez Juárez and
La familia de Carlos IV (1800) by Francisco de Goya. We will look at
the ways in which paintings either contribute or subvert the formation
of the Spanish Empire from the late fifteenth century to the eighteenth
century. The emphasis will be on the relationship between politics,
religion, 'race' and the visual form.
Syllabus:
TERM 1- with Emily Baker
Week 1: Latin American Literature and ‗The Boom‘
Week 2: Carlos Fuentes and ‗la internacionalización de la novela
hispanoamericana‘
Week 3: La muerte de Artemio Cruz capítulos 1 & 2 (Hussar article)
Week 4: La muerte de… capítulo 3
Week 5: La muerte de… capítulo 4 (Ortega article)
Week 6: READING WEEK
Week 7: La muerte de… capítulos 5, 6, & 7
Week 8: La muerte de… capítulo 8 (Potvin article)
Week 9: La muerte de… capítulos 9 & 10
Week 10: La muerte de… capítulo 11 (Zunilda Farias article)
Week 11: La muerte de… capítulo 12 & Revision
TERM 2- with Carmen Fracchia
Week 1: Las Meninas: La formación del imperio español y la cultura
visual (Maravall, capítulo)
Week 2: Las Meninas: La formacióndel imperio español y la cultura
visual (Morán Turina y Portús, capítulo)
Week 3: Las Meninas: imperio, esclavitud y cultura visual (Fracchia,
artículo)
Week 4: Las Meninas: imperio, esclavitud y cultura visual (Fracchia,
artículo)
Week 5: The Breamore Casta Paintings: imperio, esclavitud e
identidad colonial en Nueva España (México) (Fracchia, capítulo)
Week 6: READING WEEK
Week 7: The Breamore Casta Paintings: imperio, esclavitud e
identidad colonial en Nueva España (México) (Katzew, libro)
Week 8: La familia de Carlos IV y Las Meninas: imperio español, la
Ilustración y la cultura visual (Morán Turina y Portús, capítulo)
Week 9: La familia de Carlos IV: imperio español, la Ilustración y la
cultura visual (Morán Turina y Portús, capítulo)
Week 10: Los Caprichos de Goya: imperio español, la Ilustración y
cultura visual (Tomlinson, libro)
Week 11 Los desastres de la guerra de Goya: imperio español, la
Ilustración y cultura visual (Tomlinson, libro)
Assessment:
Essential Texts:
Presentation and Log (1000 words) 20%
Theme specific annotated bibliography (1200 words) 40%
Critical review of one of the works studied (2000 words) 40%
TERM 1
Please can everyone get hold of a copy of:
Carlos Fuentes, La muerte de Artemio Cruz (There are multiple
editions available including an Alfaguara Kindle version. Please make
sure whichever you choose is in Spanish.)
TERM 2
Texts and images will be provided on Moodle:
Fracchia, Carmen, ‗(Lack of) Visual Representation of Black Slaves in
Spanish Golden Age Painting‘, Journal of Iberian and Latin American
Studies, 10 (2004), pp. 23-34.
Fracchia, Carmen, ‗Depicting the Iberian African in New Spain‘, in
Jean Andrews and Alex Coroleu (eds.), Mexico 1680: Intellectual and
Cultural Life at the Apogee of the Barroco de Indias (2007), pp. 4968.
Katzew, Ilona, Casta painting: images of race in eighteenth-century
Mexico (2004).
Maravall, José Antonio, Velázquez y el espíritu de la modernidad
1987).
Morán Turina, Miguel y Javier Portús, El arte de mirar: la pintura y su
público en la España de Velázquez (1997).
Tomlinson, Janis A., Goya en el crepúsculo del Siglo de las Luces
(1993).
Full Module Title:
Module Code:
Credits/Level
Convenor:
Lecturer(s):
Entrance
Requirements:
Day/Time:
Module
Description:
Syllabus:
Studying the Hispanic, Luso-Brazilian and Native American
Worlds
LNLN016S4
30 / Level 4
Dr Luis Trindade (Term 1); Dr Mari Paz Balibrea (Term 2)
Dr Luis Trindade, Dr Patricia Sequeira Brás, Dr Mari Paz Balibrea
None. This module will be taught in English.
Mondays, 7.40-9.00 pm (Terms 1 and 2)
This module will equip you with key study skills to enable you to
perform independent critical and scholarly work in your subsequent
years of study. Areas of skills addressed include class preparation
and note taking, using the library and other subject-specific
resources, as well as building up academic writing skills through a
variety of assessments such as the individual log, annotated
bibliography and critical review. These skills are implemented
through the study of a range of key cultural concepts and artefacts,
which this year will focus on Spain in the contemporary period and
on Portuguese Modernism, Portuguese cinema novo, and the visual
arts in nineteenth-century Brazil.
Term 1
02.10.17
09.10.17
Topic
Introduction to the course and term 1
Skills: note taking, class preparation
Lecturer
LT
LT
Topic: Introduction. Fernando
Pessoa’s Heteronyms and Modernism
16.10.17
Readings: Pessoa, Fernando. ―Three
Letters to Adolfo Casais Monteiro‖ and
―The Master and His Disciples‖, The
Selected Prose of Fernando Pessoa
Skills: avoiding plagiarism
Topic:
Caeiro
23.10.17
The
Heteronyms:
LT
Alberto
Readings: ―Fernando Pessoa and the
Theatre of His Self‖, by Richard Zenith;
―Fernando Pessoa and the Modernist
Generation‖, by Mariana Gray de Castro
Skills: how to write a log
LT
Topic: The Heteronyms: Ricardo Reis
and Álvaro de Campos
30.10.17
Readings: ―Fernando Pessoa: not one
but multiple isms‖, by Jerónimo Pizarro;
―Pessoa‘s Unmodernity: Ricardo Reis‖,
by Helena Carvalhão Buescu
Topic: Bernardo Soares and Pessoa
LT
himself
06.11.17
13.11.17
20.11.17
Readings: ―Masked Rhetoric:
Contextuality in Fernando Pessoa‘s
poems‖, by Anne J. Cruz; ―In the Hall of
Mirrors‖, by Paul Muldoon
Reading week
Skills: Library visit 7.40-9.00
Film and criticism
PB
PB
Belarmino (1964, Fernando Lopes):
27.11.17
historical and political context (New State
regime)
Developing analytical skills of filmic
medium
PB
Film and criticism
04.12.17
Belarmino (1964) + critical text:
Portuguese cinema novo and other new
wave cinemas: differences and
similarities
Group work: preparing for your oral
presentations
PB
Film and criticism
11.12.17
Term 2
08.01.18
15.01.18
Belarmino (1964) + critical text: the
flâneur in Lisbon
Film and criticism
PB
Belarmino (1964): short presentations on
specific topics introduced in class.
‘Mapping Modern Spain’
Regarding the nation as a cultural
MPB
object: 1.Theory
Benedict Anderson. ―Introduction‖in
Imagined Communities.
Regarding the nation as a cultural
object: 2.The Spanish case (Part 1)
MPB
Pérez Galdós, Benito. Trafalgar (1873)
22.01.18
29.01.18
Skills: how to write an annotated
bibliography + reminder of plagiarism
issues
Regarding the nation as a cultural
object: 2.The Spanish case (Part 2)
Pérez Galdós, Benito. Trafalgar (1873)
Modernity and its cultural
MPB
MPB
discontents: 1- Not modern enough
05.02.18
12.02.18
19.02.18
Blanco White, José María. ―Letter III‖
from Letters from Spain (1822).
Skills revision and group work:
annotated bibliographies
Reading week
Modernity and its cultural
discontents: 2.The ghost of Empire
MPB
MPB
Blanco White, José María. ―Writings from
El Español‖ (1810-1814)
26.02.18
Skills: How to write a review +
reminder of plagiarism issue
Modernity and its cultural
discontents: 3.Who is the national
subject? (Part 1)
MPB
05.03.18
Gómez de Avellaneda, Gertrudis. Sab
(1841)
Modernity and its cultural
discontents: 3.Who is the national
subject? (Part 2)
MPB
Gómez de Avellaneda, Gertrudis. Sab
(1841)
12.03.18
Assessment
Table:
Essential and
recommended
texts:
Analytical skills: developing close
reading skills
Modernity and its cultural
discontents: 3.Who is the national
subject? (Part 3)
MPB
Gómez de Avellaneda, Gertrudis. Sab
(1841)
Final revision
19.03.18
MPB
Skills: towards writing a review
Assignment
Description
Weighting
Presentation and
1000 words
20%
Individual Log
Critical review of one of
2000 words
40%
the works studied
Theme specific annotated
1200 words
40%
bibliography
TERM 1:
Primary materials
Pessoa, F., A Little Larger than the Entire Universe: Selected poems,
trans. R. Zenith (Penguin, 2006)
Belarmino (1964, Fernando Lopes)
Artwork by Jean-Baptiste Debret, Augustus Earle and Artur Timóteo
da Costa
Secondary sources
Pessoa, Fernando. ―Three Letters to Adolfo Casais Monteiro‖ and
―The Master and His Disciples‖, The Selected Prose of Fernando
Pessoa
―Fernando Pessoa and the Theatre of His Self‖, by Richard Zenith;
―Fernando Pessoa and the Modernist Generation‖, by Mariana Gray
de Castro
―Fernando Pessoa: not one but multiple isms‖, by Jerónimo Pizarro;
―Pessoa‘s Unmodernity: Ricardo Reis‖, by Helena Carvalhão
Buescu
―Masked Rhetoric: Contextuality in Fernando Pessoa‘s poems‖, by
Anne J. Cruz; ―In the Hall of Mirrors‖, by Paul Muldoon
"‗Finally, we have our own nouvelle vague.‘ António da Cunha Telles
Productions and the Cinema Novo Português (1963-1967)," eSharp,
Special Issue: New Waves and New Cinemas, 2009, pp. 4-21, by
Anthony De Melo
"'If Life Permits Me' Resentations of Lisbon in Fernando Lopes's
Belarmino", Shades of Grey 1960s Lisbon in Novel, Film and
Photobook, Maney Publishing: London, 2011, p.113-161, Paul Melo
e Castro
TERM 2:
THESE TEXTS ARE MANDATORY READING:
Anderson,Benedict. Imagined Communities.Reflections on the Origin
and Spread of Nationalism. London:Verso, 1983, pp. 1-46.
Blanco White, José María. ―Letter III‖ from Letters from Spain (1822).
Available on-line:http://archive.org/details/lettersfromspain00whitiala
Gómez de Avellaneda, Gertrudis. Sab and Autobiography. University
of Texas Press, 1993 (or any edition available). This edition contains
two books by Gómez de Avellaneda. You are only required to read
Sab.
Pérez Galdós, Benito. Trafalgar. A Tale. W.S. Gottsberger, 1884
[original
Spanish
from
1873].
Free
access
on
line: https://archive.org/details/trafalgaratale00galdgoog
Not essential but recommended for Term 2:
Raymond Carr (ed.), Spain: A History (Oxford University Press,
2000) [Recommended as historical background reading]
Level 5 Modules:
Full Module Title:
Module Code:
Credits/Level
Convenor:
Lecturer(s):
Entrance
Requirements:
Day/Time:
Module
Description:
Syllabus:
Latin American Film
TBC
30 / Level 5
Prof John Kraniauskas
Prof John Kraniauskas
This module will be taught in English. There is no language
requirement other than English.
Wednesdays 7.30 – 9.00 pm (Terms 1 and 2)
In this course you will be introduced to a variety of Latin American
cinemas from approximately the 1940s to the present. Attention will
be paid to different traditions of film-making as well as to the
changing contexts in which films are produced in Mexico, Chile,
Bolivia, Argentina and Brazil – including the ways in which Latin
America has been represented by certain ‗maverick‘ Hollywood
‗auteurs‘ such as Orson Welles and Sam Peckinpah. You will look at
such film movements and traditions as the Mexican ‗Golden Age‘ of
film (Emilio ‗el Indio‘ Fernandez), Argentine ‗art‘ cinema (Leopoldo
Torres Nilsson), ‗third‘ and ‗imperfect‘ cinemas (Glauber Rocha of
Brazil; Tomás Guitérrez Alea of Cuba; Jorge Sanjinés of Bolivia) and
more contemporary works of ‗world cinema‘ such as Amores perros
(Mexico) and City of God (Brazil). In addition, you will also be
introduced to the language of film criticism.
Please note: the films mentioned below are indicative
TERM 1
1. Introduction
A. Beginnings
2. Mexican post-Revolutionary Cinema
3. Luis Bunuel in Mexico
4. ‗Art‘ cinema – Leopoldo Torre Nilsson (Argentina)
5. The political turn: Fernando Birri (Argentina)
6. READING WEEK
B. ‗Third Cinema‘
7. The ‗Aesthetics of Hunger‘: Glauber Rocha (Brazil)
8. Representing Work: M. Rodriguez and J. Silva‘s Chircales
(Colombia)
9. Representing Crime: The Jackal of Nahueltoro (Chile)
10. Representing Revolution 1: Memories of Underdevelopment
(Cuba)
11. Representing Revolution 2: The Hour of the Furnaces
(Argentina)
TERM 2
1-2. the films of Jorge Sanjines (Bolivia)
C. Approaching Latin America
3. Orson Welles: Touch of Evil (USA)
4. Sam Peckinpah: Bring me the Head of Alfredo García (USA)
5. Luis Villaronga: Aro Tolbulkin: en la mente de un asesino (MexicoSpain)
6 READING WEEK
D. THE NEW WAVE
7. City of God (Brazil)
8. Amores perros (Mexico)
9. The Swamp (Argentina)
Assessment:
Full Module Title:
Module Code:
Credits/Level:
Convenor:
Lecturer:
Entrance
Requirements:
Day/Time:
Module
Description:
Syllabus:
10. Miss Bala (Mexico)
11. REVISION
Term 1: Commentary (1500 words)
Critical Review (1500 words)
Term 2: Essay (2500 words)
Survey of 20th Century Spanish Film
ARIB128S5
30 Credits / Level 5
Dr Mari Paz Balibrea
Dr Mari Paz Balibrea
Language pre-requisite: Normally Spanish 3 or equivalent, but a
strong Spanish 2 level is also acceptable. Classes will be taught in
English with some films in Spanish without subtitles.
Tuesdays 7.40-9.00 pm (Terms 1 and 2)
Through a focus on key authors and works, this course introduces
students to central aspects in twentieth century Spanish film placed in
their historical and cultural contexts. The module offers a survey of
the main trends in the history of 20th C Spanish cinema and will
familiarize students with basic technical and theoretical issues in film
study such as: editing, sound, framing, camerawork, lighting, miseen-scène, costume, genre, self-referentiality and intertextuality, the
construction of a national (or regional) cinema, censorship and
spectatorship.
TERM 1
Week 1: Introduction, the origins of Spanish film
Weeks 2 and 3: The early years
Case study: Selection of fragments accessible via Youtube
Weeks 4-5: The avant-garde
Case study: Luis Buñuel/Salvador Dalí: Un chien andalou
Weeks 7-8: The Spanish Civil War and the film industry
Case study: André Malraux: Sierra de Teruel
Week 9-10: Francoism: the heroic years
Case study: José Luis Saenz de Heredia: Raza
Week 11: Francoism: The Old Spanish Cinema (1)
TERM 2
Week 1: Francoism: The Old Spanish Cinema (2)
Case study: José Luis Saenz de Heredia: Franco, ese hombre.
Weeks 2-3: Francoism: The New Spanish Cinema
Case study: Carlos Saura: Ana y los lobos
Weeks 4-5: Spanish Transition: New Documentary
Case study: Basilio Martín Patino: Caudillo
Weeks 7-8: Democracy: Spain Redefined
Case study: Pedro Almodóvar: Mujeres al borde de un ataque de
nervios
Weeks 9-10: Beyond National Cinema
Case study: Alejandro Amenábar: Los otros
Week 11: Concluding remarks and essay workshop
Assessment Table:
Assignment
Oral presentation
+ written log of it
Essential Texts:
Critical Review
Essay
Films:
Description
10 minutes
individual
presentation +
1500-word log
(breakdown: 40%
presentation
60% log)
1,500 words
2,500 words
Weighting
30%
30%
40%
Luis Buñuel/Salvador Dalí: Un chien andalouAndré Malraux: Sierra
de Teruel
Carlos Saura: La caza
José Luis Saenz de Heredia: Raza
José Luis Saenz de Heredia: Franco, ese hombre.
Carlos Saura: Ana y los lobos
Basilio Martín Patino: Caudillo
Pedro Almodóvar: Mujeres al borde de un ataque de nervios
Alejandro Amenábar: Los otros. Available through BoB:
(https://learningonscreen.ac.uk/ondemand/index.php/prog/00509072?
bcast=123388127)
Secondary reading:
Jo Labanyi and Tatjana Pavlović (eds). A Companion to Spanish
Cinema. London: Blackwell, 2013
Jordan, Barry and Mark Allinson. Spanish Cinema. A Student’s
Guide. London: Bloomsbury, 2005
Full Module Title:
Power and Control in Spanish Golden Age Art
Module Code:
Credits/Level
Convenor:
Lecturer(s):
Entrance
Requirements:
Day/Time:
Module
Description:
ARCL010S5
30 credits / Level 5
Dr Carmen Fracchia
Dr Carmen Fracchia
This module will be taught in English. There is no language
requirement other than English.
Thursdays 6.00-7.30 pm (Terms 2 and 3)
The central theme of this course will be the ways in which works of
art respond to issues of power and control, including patronage,
censorship, class, and gender from the sixteenth to the seventeenth
century in Imperial Spain. There will be a greater emphasis on the
relations between religion, slavery, race and the visual form. We will
explore the effects that a series of crucial events had in the
articulations of the visual forms, such as the conquest and imperial
expansion in the New World and in Africa; the Christian re-conquest
of the Kingdom of Granada; the workings of the Inquisition and the
imperial policies of purity of blood; the transatlantic slave trade, and,
the Catholic Reformation. The course will also be structured around a
series of key places where visual forms of the baroque period were
more complex during the Habsburg Empire: Toledo, Madrid and
Seville.
Syllabus:
Primary texts to be examined will include the works by painters and
sculptors such as Sofonisba Anguissola, El Greco, Bartolomé Murillo,
José Ribera, La Roldana, Diego Velázquez, and, Francisco de
Zurbarán.
TERM 2
Week 1 Introduction
Week 2 Empire and the production of the visual form
Week 3 The Catholic Reformation/Counter-Reformation and the
Habsburgs: Censorship: El Escorial
Week 4 Counter-Reformation: Censorship and transgression: works
by El Greco
Week 5 Counter-Reformation: The Christian body and popular
devotion: works by Bartolomé Murillo, José Ribera, Francisco
Zurbarán
Week 6 Reading Week
Week 7 Counter-Reformation and popular devotion: polychrome
sculptures and processional sculptures and works by La
Roldana
Week 8 Counter-Reformation and Catholic Ortodox Husmanism:
works by Velázquez and Ribera
Week 9 Empire, Portraiture and Identity
Week 10 Gender: Fashioning the Self: self-portraits by Sofonisba
Anguissola
Week 11 Revision
TERM 3
Week 1 Gender: Fashioning the ‗Other‘ notions and portraits of
women and prostitutes: Works by Murillo and Velázquez
Assessment Table:
Essential Texts:
Week 2 Gender: Fashioning the Self: self-portraits by Bartolomé
Murillo, Francisco Zurbarán y Diego Velázquez
Week 3 Gender: Fashioning the ‗Other‘:‘ monstruos‘ and ‗dwarfs‘:
Works by Velázquez and Ribera
Week 4 Empire and Human Diversity: Slavery (1)
Week 5 Empire and Human Diversity: Slavery (2)
Week 6 Reading Week
Week 7 Empire, Visual Culture, and Human Diversity: Slavery
visual form (1): Miracle of the Black Leg
Week 8 Slavery: Fashioning the ‗Other‘
Week 9 Slavery in New Spain
Week 10 Slavery in New Spain
Week 11 Revision
Assignment
Description
Weighting
Written commentary 1,500 words
30%
Critical book review 1,500 words
30%
Essay
2,500 words
40%
Brown, J., The Golden Age of Painting in Spain (1991) OR Painting in
Spain 1500-1700 (1998).
Domínguez Ortíz, A., The Golden Age of Spain, 1516 -1659 (1971).
Earle, T. F. and K. J. P. Lowe (eds.), Black Africans in Renaissance
Europe (2005), chapters Introduction, 3,10,11, and 15.
Fracchia, C., ‗Constructing the Black Slave in Early Modern Spanish
Painting‘ in Tom Nichols (ed.), Others and Outcasts in Early Modern
Europe: Picturing the Social Margins (2007).
Fracchia, C.,‗The Urban Slave in Spain and New Spain‘, in Elizabeth
McGrath and Jean Michel Massing (eds.), The Slave in European Art:
From Renaissance Trophy to Abolitionist Emblem. The Warburg
Colloquia Series, Vol. 20 (2012), pp. 195-216.
Harrison, Charles, Paul Wood and Jason Gaiger (eds.), Art in Theory:
1648-1815: An Anthology of Changing Ideas (Oxford, 2000): see
early modern Spanish art theorists (Vicente Carducho, Francisco
Pacheco, Antonio Palomino).
Revealing the African Presence in Renaissance Europe (2012),
Exhibition catalogue, The Walters Art Museum, Baltimore:
http://issuu.com/the-walters-artmuseum/docs/singlepages3429_african_presence_10/3?e=1251836/
5419900
West, S., Portraiture (2003).
Level 5/6 Modules:
Full Module
Title:
Module Code
Credits/Level
Convenor:
Lecturer(s):
Entrance
Requirements:
Day/Time:
Module
Description:
Syllabus:
Spanish Discourse Analysis
ARCL009S5 (L5) / ARIB132S6 (L6)
30 Credits / Levels 5 and 6
Dr María Elena Placencia
Dr María Elena Placencia
Language pre-requisite: Spanish 3 or equivalent.
Thursdays 6.00-9.00 pm (Term 2)
This course, aimed at advanced learners or native speakers of
Spanish, focuses on the study of language use in context. Drawing
on different linguistic theories and concepts within the broad field of
(Spanish) Discourse Analysis, we will examine features of language
use in different text types, including, for example, service encounters,
advertising, as well as some modalities of computer-mediated
discourse. We will look at both structural aspects in the construction
of texts as well as functional ones. The course will help you gain a
better understanding of how social interaction is (re)created through
language and a more advanced knowledge of linguistic mechanisms
and strategies used by speakers of Spanish in their pursuit of
different social and interpersonal goals.
Sample topics:
El discurso oral: Datos empleados y aspectos metodológicos en su
estudio
El español coloquial: recursos de intensificación y atenuación
El estudio del habla en la interacción: la toma de turnos,
solapamientos e interrupciones
El discurso publicitario
El discurso mediado por ordenador
Assessment:
Level 5:
-Linguistic analysis 2000 words (35%)
-Transcription (or short questionnaire) + commentary 250 words (15%)
-Essay 2500 words (50%)
Level 6:
-Linguistic analysis 2000 words (35%)
-Transcription (or short questionnaire) + commentary 350 words (15%)
-Essay 3000 words (50%)
Indicative
Reading:
-Selected chapters from the following (amongst other titles):
Yus, Francisco (2010). Ciberpragmática 2.0: nuevos usos del
lenguaje en Internet. Barcelona: Planeta.
Fuentes Rodríguez, Catalina (2010). La gramática de la cortesía en
español/LE. Madrid: Arco/Libros.
Poch, Dolors & Alcoba, Santiago (2011). Cortesía y publicidad.
Barcelona: Planeta.
-Relevant articles from the following journals (amongst other
journals): Oralia – Revista de Análisis del Discurso Oral, Journal of
Pragmatics, Pragmatics, Sociocultural Pragmatics.
Level 6 Modules:
Full Module Title:
Contemporary Latin American Literature and Art
Module Code:
LNLN036S6
Credits/Level:
Convenor:
Lecturer(s):
Entrance
Requirements:
30 Credits / Level 6
Prof John Kraniauskas
Prof John Kraniauskas
Language pre-requisite: Spanish 3 or equivalent (all texts to be read
in Spanish)
Day/Time:
Module
Description:
Mondays 6.00 – 7.30 pm
In this course you will explore the work of three key Latin American
writers in terms of their relation to both the literary and social history
of the region. Mario Vargas Llosa, winner of the Nobel Prize, is still
writing today, but we will look at his work in the light of the 1960s and
1970s; Ricardo Piglia (Argentina) is a writer and critic of the 1980s;
and Roberto Bolaño (Chile) of the turn of the century; and each in
their own way expresses – paradigmatically – the cultural and
political conflicts of their time. Key critical themes explored in this
course are the relations between literature and: modernity; history
and ideology; dictatorship; the figure of the author/intellectual;
technologies of representation and communication; violence and
globalization.
Syllabus:
Term 1
Mario Vargas Llosa
Conversación en la catedral
La guerra del fin del mundo
Ricardo Piglia:
Selected short stories from La invasion, Nombre falso and Prisión
perpetua
Respiración artificial
Term 2
Ricardo Piglia (cont):
La cuidad ausente
Plata quemada
Blanco nocturno
Roberto Bolaño:
2666
Assessment:
Term 1: Essay (2500 words)
Term 2: Essay (3500 words)
Essential Texts:
All novels mentioned in the syllabus above.
Full Module Title:
Module Code:
Credits/Level:
Convenor:
Lecturer(s):
Entrance
Requirements:
Cultural Histories of Twentieth Century Brazil
ARCL032S6
30 credits / Level 6
Dr Emily Baker
Dr Emily Baker
This module will be taught in English. There is no language
requirement other than English.
Day/Time:
Module
Description:
Thursdays 7.30-9pm (Terms 1 and 2)
This course explores (the long) Brazilian Twentieth Century through a
variety of different cultural and critical texts, and from a range of
disciplinary perspectives. Term one (―National Projects and Radical
Resistors‖) involves the examination of political and cultural projects
that have attempted to shape the nation in both imaginary and
material terms. This will involve the study of art, music, literature, film,
democracy and social reform, dictatorship, and urban guerrillas past
and present. In term two the focus is on issues of inequality and its
intersections with questions of class, race, gender and the
environment. In the analysis of selected stories, students will explore
the man-made quality of divisions between people and binaries such
as Self/Other, and Society/Nature; as well as philosophies and works
that seek to overcome these divisions. Another theme will be
‗Globalisation‘ and the impact of our increasing global
interconnectedness on the drugs trade and environmental politics,
and the ways in which these impact specific communities in Brazil.
Over the course of the module students will be exposed to—and
encouraged to deploy—a range of key theoretical concepts from
politics, economics and environmental studies; gender, racial and
post-colonial studies; and psychoanalytical and philosophical
discourse. Reflection will also be encouraged upon the connections
between movements and events in Brazil and the broader
transnational context, including making critical comparisons with
one‘s own culture.
Term 1: National Projects and Radical Resistors.
Syllabus:
Week 1: Introduction to the Module
Essay: Roberto Schwarz, ―Nationalism by Exclusion‖. Misplaced
Ideas (1992).
Week 2: End of the 19th Century (1): Foundational fictions
Novel: José de Alencar, Iracema (1856)
Sommer, Doris. ‗O Guaraní and Iracema: Brazil‘s Two-faced
Indigenism‘. Foundational Fictions (1991).
Week 3: End of the 19th Century (2): The Abolition of Slavery and
the República Velha in Brazil
Film: Behind the Sun (dir. Walter Salles, 2001).
Week 4: Finding a National Identity: Semana de Arte Moderna
1922 São Paulo
Manifesto: Oswald de Andrade, ‗The Anthropophagic Manifesto‘
(1928).
Ades, Dawn et al. Art in Latin America: The Modern Era, 1820-1980
(1989)
Week 5: Finding a National Identity: Music
Article: Borge, Jason, ‗Jazz and the Great Samba Debate, and Vice
Versa‘, Journal of Latin American Cultural Studies, 25 (2016).
Week 7: The Vargas Era (1930 – 1945)
Williams, D. Culture Wars in Brazil: The First Vargas Regime, 19301945 (Durham and London: Duke University Press, 2001).
Week 8: Social Reform and Cinema Novo
Film: Black God White Devil (dir. Glauber Rocha, 1964)
Manifesto: Glauber Rocha ‗The Esthetic of Hunger‘ (1965)
Child, Benjamin, ‗The Magical Real and the Rural Modern in Cinema
Novo: Vidas Secas and Black God, White Devil‘, South Central
Review, 31 (2014), 55–73.
Week 9: Dictatorship (and gender)
Cowan, Benjamin A., ‗Sex and the Security State: Gender, Sexuality,
and ―Subversion‖ at Brazil‘s Escola Superior de Guerra, 1964-1985‘,
Journal of the History of Sexuality, 16 (2007), 459–81.
Deutsch, Sandra McGee, ‗Christians, Homemakers, and
Transgressors: Extreme Right-Wing Women in Twentieth-Century
Brazil‘, Journal of Women’s History, 16 (2004), 124–37
Week 10: Radical Resistors
Manifesto: Carlos Marighella ‗Manual of the Urban Guerilla‘ (1969)
Williams, John W., ‗Carlos Marighela: The Father of Urban Guerrilla
Warfare‘, Terrorism, 12 (1989), 1–20.*
Week 11: Contemporary Urban Guerrillas
Documentary: Ninguém é Black Bloc – A Brazilian Urban Guerrilla
Group (dir. Romulo Cyríaco, 2015)
Term 2: Issues of Inequality and Exploitation (Race, Gender,
Nature)
Week 1: Self-representation from the Favela: Carolina de Jesus
and Testimonio
Diary Extracts: Carolina de Jesus, Child of the Dark (1960)
Essay: Beverley, John, ‗The Margin at the Centre: On Testimonio‘,
Testimonio: On the Politics of Truth (2004).*
Week 2: Clarice Lispector: The Passion according to G.H. (1)
Reis, Levilson C., ‗The Invisible, the Unclean, the Uncanny: The
Feminine Black Other in Lispector‘s THE PASSION ACCORDING TO
G. H.‘, The Explicator, 68 (2010), 133–35.*
Week 3: Clarice Lispector: The Passion according to G.H. (2)
Goh, Irving, ‗Blindness and Animality, or Learning How to Live Finally
in Clarice Lispector‘s The Passion according to G. H.‘, Differences,
23 (2012), 113–35.
Goh, Irving, ‗Le Toucher, Le Cafard, Or, On Touching – the
Cockroach in Clarice Lispector‘s Passion according to G.H.‘, MLN,
131 (2016), 461–80
Week 4: Clarice Lispector: The destruction of sovereignty
Lispector, Clarice, and Earl E. Fitz, ‗Beauty and the Beast, Or, the
Wound Too Great‘, Latin American Literary Review, 19 (1991)
Week 5: Contemporary Inequalities: theories and case studies
Meurs P., N. Note, D. Aerts ‗The ―Globe‖ Globalization,‖ Kritike 5:2
(2011): 10-25.
Week 7: Globalisation and Inequality: Favelas, drugs and
representation (1)
Penglase, R. Ben, ‗Lost Bullets: Fetishes of Urban Violence in Rio de
Janeiro, Brazil‘, Anthropological Quarterly, 84 (2011).
Week 8: Globalisation and Inequality: Favelas, drugs and
representation (2)
Film: City of God (2002).
Cinar, Alev, and Thomas Bender, Urban Imaginaries: Locating the
Modern City (2007).
Week 9: Globalisation and Environmental Politics (1)
Documentary: The Munduruku Indians
Riethof, Marieke, ‗The International Human Rights Discourse as a
Strategic Focus in Socio-Environmental Conflicts: The Case of
Hydro-Electric Dams in Brazil‘, The International Journal of Human
Rights, 0 (2016), 1–18.*
Week 10: Globalisation and Environmental Politics (2): Brazil
and the World-Ecology
Moore, Jason W., ‗The End of the Road? Agricultural Revolutions in
the Capitalist World-Ecology, 1450–2010‘, Journal of Agrarian
Change, 10 (2010), 389–413.
Week 11: Revision
Assessment:
Indicative Texts:
Essay 1 (2,500 words): 40%
Essay 2 (3,500 words): 60%
Please can everyone get hold of a copy of:
José de Alencar, Iracema (1856) (Available on Kindle or paperback).
Clarice Lispector‘s The Passion according to G.H. (Modern Penguin
Classics: 2014).
The articles mentioned above shall be provided on Moodle.
Selected further reading:
D. Ades et al. Art in Latin America: The Modern Era, 1820-1980 (Yale
UP: 1989)
J. Beverley. Testimonio: On the Politics of Truth (U of Minnesota P:
2004).
A. Cinar, and T. Bender, Urban Imaginaries: Locating the Modern
City (U of Minnesota P: 2007).
J. Derrida, On Touching, Jean-Luc Nancy (Stanford UP: 2005).
J. Holston, Insurgent Citizenship: Disjunctions of Democracy and
Modernity in Brazil (Princeton UP: 2008).
A. Kertzer, Favelization (Cooper-Hewitt, National Design Museum,
Smithsonian Institution: 2014).
C. Lindner (ed), Globalization, Violence and the Visual Culture of
Cities (Routledge: 2010).
L. Martins, Photography and Documentary Film in the Making of
Modern Brazil (Manchester UP: 2013).
C. Marighella, Minimanual of an Urban Guerilla (1969).
J. Moore, Capitalism in the Web of Life (Verso: 2015).
Nancy, Jean-Luc, The Inoperative Community (U of Minnesota P:
1986).
Nancy, Jean-Luc, The Creation of the World, Or, Globalization
(SUNY Press: 2007).
R. Schwarz, Misplaced Ideas: Essays on Brazilian Culture
(Routledge: 1992)
D. Sommer, Foundational Fictions: The National Romances of Latin
America (U of California P: 1994)
D. Williams, Culture Wars in Brazil: The First Vargas Regime, 19301945 (Duke UP: 2001).
R. J. Williams, Brazil (Reaktion: 2009).
Other Important
Information:
Films:
Behind the Sun (dir. Walter Salles, 2001). Available on BOB.
Black God White Devil (dir. Glauber Rocha, 1964). Available on BOB.
City of God (dir. Fernando Merelles, Kátia Lund 2002).
Documentary: The Munduruku Indians. Available on Kanopy.
-- Ninguém é Black Bloc – A Brazilian Urban Guerrilla Group (dir.
Romulo Cyríaco, 2015). Available on Kanopy.
The course will be conducted in a colloquium format. All students will
be expected to attend every session and to participate actively in
class discussion.
Full Module Title:
Project BA Spanish, Portuguese and Latin American Studies
Module Code:
Credits/Level:
Convenor:
Lecturer(s):
LNLN030S6
30 Credits / Level 6
Dr María Elena Placencia
Lecturers in Spanish, Portuguese and Latin American Studies
Entrance
Requirements:
Students are advised to choose/propose a topic related to a module or
modules that they have taken before as part of their degree
programme. They need to have the relevant background in order to be
able to undertake a given research project successfully.
N/A
Taken in the final year, the Project is a research module that allows
students to explore in depth a topic of their interest, over the course of
their final year. It has equal weight as a full 30-credit module and it is
not taught. As such, students are required to undertake work
Day/Time:
Module
Description:
Syllabus:
Assessment
Table:
equivalent to that required for any 30-credit module. The topic is
selected by students in consultation with their supervisor (i.e., a
lecturer who has agreed to act as their supervisor).
N/A
1. Monday 13 November 2017: Deadline for students to provide a
working title of their project (in consultation with their
supervisor).
2. Monday 15 January 2018: Deadline for students to submit to
Moodle a project plan, a draft chapter, and a bibliography of
works consulted or to be consulted via Turnitin.
3. Monday 14 May 2018: Deadline for the submission of the full
project via Turnitin.
Please note:
-
Essential Texts:
Other Important
Information:
The project should not normally exceed 8,000 words.
Projects may be written in English, Spanish or Portuguese (in
consultation with supervisor), but no extra credit will be given
for writing in Spanish or Portuguese.
N/A. It is an independent research project.
Students should discuss the final year project with the BA SPLAS
course director or their personal tutor in the summer term of their
second, third or fifth year of study (second, for full-time students; third,
for part-time students; fifth, for students on the decelerated route). The
course director / personal tutor will recommend a potential supervisor
for the project with whom the student should arrange an appointment
soon after.
Students will not be permitted to begin a project after the sixth week of
the autumn term.
Full Module Title
Module Code
Credits/Level
Convenor:
Lecturer(s):
Entrance
Requirements:
Day/Time:
The Spanish Noir. Crime and Detection in Contemporary Fiction
TBA
15 CREDITS / LEVEL 6
Dr Mari Paz Balibrea
Dr Mari Paz Balibrea
A commitment to read all class materials, primary and secondary.
The course will be taught in English with primary texts in translation.
Wednesdays 6.00 – 7:30 pm (Term 1)
Module
Description:
This class acquaints students with the history of detective fiction as a
popular genre in Spain while focusing on some of its major
practitioners. The module will link its emergence to major
developments in Spanish history, namely the transition to democracy
from dictatorship. Moreover, it will make sense of its popularity in a
newly defined society through its exploration of topics such as
memory (or lack thereof), urbanization, neoliberalization, freedom, the
state and sexuality.
Furthermore, the module will familiarise
participants with theoretical approaches to the study of detective and
crime fiction.
Weeks 1-3: Navigating the literary world of detective fiction:
historical and theoretical questions
Syllabus:
Week 4: Investigating the Spanish case: an overview
Week 5: Our cases
1. Manuel Vázquez Montalbán. The Angst-Ridden Executive.
Melville House Publishing, [1977] 2012
Week 7: Our cases
2. Eduardo Mendoza. The Truth About the Savolta Case.
HarperCollins, [1975] 1993
Week 8: Our cases
3. Manuel Vázquez Montalbán. Murder in the Central
Committee. Melville House Publishing, [1982] 2012
Week 9: Our cases
4. Eduardo Mendoza. The Mistery of the Enchanted Cript.
Telegram Books, [1978] 2008
Week 10: Our cases
5. Manuel Vázquez Montalbán. Off Side. Melville House
Publishing, [1989] 2012
Week 11: Concluding remarks and essay workshop
Assessment:
Assignment
Oral presentation
Essential Texts:
Description
Weighting
10-minute
20%
individual
presentation
Essay
3,500 words
80%
Manuel Vázquez Montalbán. Off Side. Melville House Publishing.
2012
Manuel Vázquez Montalbán. The Angst-Ridden Executive. Melville
House Publishing, 2012
Manuel Vázquez Montalbán. Murder in the Central Committee.
Melville House Publishing, 2012
Eduardo Mendoza. The Truth About the Savolta Case. HarperCollins,
1993. Out of print but can be found through Amazon
Eduardo Mendoza. The Mistery of the Enchanted Cript. Telegram
Books, 2008
Other Option Modules with a Spanish / Latin American
Studies component (2017/18)
The modules below are also suitable but should normally be considered if the modules
above cannot be taken on account of timetable clashes.
Level 4 Module:
Full Module Title:
Understanding Culture: Languages and Texts
Module Code:
Credits/Level
Convenor:
Lecturer(s):
LNLN021S4
30 credits / Level 4
Dr Martin Shipway
Dr Emily Baker, Dr Mari Paz Balibrea, Dr Martin Shipway, Dr John
Walker
No language requirement other than English
Entrance
Requirements:
Day/Time:
Module
Description:
Syllabus:
Fridays, 6.00-7.20 (Terms 1 and 2)
This module will provide you with an introduction to what it means to
study languages and cultures. We will explore the interdisciplinary
and cross-cultural nature of language and cultural study by focusing
on different kinds of text – literary, filmic, historical, visual – from a
variety of different cultural contexts: French-, German-, Portuguese
and Spanish-speaking. You will learn about the practical and
theoretical tools you need to engage with these texts and the cultural
contexts which produced them and to work with these tools in your
own writing.
Term
One
06.10.17
13.10.17
20.10.17
27.10.17
03.11.17
10.11.17
17.11.17
24.11.17
01.12.17
08.12.17
15.12.17
Term
Two
12.01.18
19.01.18
26,01.18
Introduction to Studying Languages and
Cultures
Languages, Cultures and Literature
Reading Kafka (Die Verwandlung /
Metamorphosis)
Please read the story before class:
https://www.gutenberg.org/files/5200/5200h/5200-h.htm
Reading Kafka (Das Urteil /The Judgement)
Please read the story before class:
http://www.franzkafkastories.com/shortStories.
php?story_id
=kafka_the_judgement
Reading Kafka (Das Urteil /The Judgement)
Reading Week
Languages, Cultures and Film
Watching Alea and Tabío (Strawberry and
Chocolate / Fresa y Chocolate)
Please watch this film in advance of the class:
it is available on DVD.
Watching Alea and Tabío (Strawberry and
Chocolate / Fresa y Chocolate)
Watching Almodóvar (Todo sobre mi madre /
All about my mother)
Please watch this film in advance of the class:
it is available on DVD
Watching Almodóvar (Todo sobre mi madre /
All about my mother)
JW
Languages, Cultures and History
Writing French defeat, occupation and
resistance: Marc Bloch, Etrange défaite /
Strange Defeat Please read as much as
possible before the class, focusing on chapter
3 (available via Moodle)
Remembering French defeat, occupation
and resistance: Marcel Ophüls, Le chagrin et
la pitié / The Sorrow and the Pity Please watch
MS
MS
JW
JW
JW
JW
EB
EB
EB
MPB
MPB
MS
Assessment:
Essential Texts:
this film (or at least part 2) in advance of the
class: it is available on DVD.
02.02.18 France and Algeria: Julien Duvivier, Pépé Le
MS
Moko ; Gillo Pontecorvo, La Bataille d’Alger /
The Battle of Algiers Please watch The Battle
of Algiers in advance of the class: it is available
on DVD.
09.02.18 France and Algeria: Gillo Pontecorvo, La
MS
Bataille d’Alger / The Battle of Algiers
16.02.18 Reading Week
23.02.18 Understanding Visual Cultures
tbc
02.03.18 Understanding Visual Cultures
tbc
09.03.18 Understanding Visual Cultures
tbc
16.03.18 Understanding Visual Cultures
tbc
23.03.18 Understanding Visual Cultures
tbc
1. A 500 word assessment task to be submitted by Friday
November 10 2017. This is worth 20% of the mark for the
module.
2. A 500 word assessment task to be submitted by Friday 12
January 2018. This is worth 20% of the mark for the module.
3. A 1,500 word essay to be submitted on Friday 27 April 2018.
This is worth 30% of the mark for the module.
4. A 1,500 word essay to be submitted on Friday 25 May 2018.
This is worth 30% of the mark for the module.
Franz Kafka, Die Verwandlung / Metamorphosis
Franz Kafka, Das Urteil / The Judgement
Alea and Tabío, Strawberry and Chocolate / Fresa y Chocolate
Pedro Almodóvar, Todo sobre mi madre / All About my Mother
https://learningonscreen.ac.uk/ondemand/index.php/prog/00104F91?
bcast=72380164
Marc Bloch, Etrange défaite / Strange Defeat
Marcel Ophüls, Le chagrin et la pitié / The Sorrow and the Pity
Julien Duvivier, Pépé Le Moko
Gillo Pontecorvo, La Bataille d’Alger / The Battle of Algiers
Rod Kedward, La Vie en bleu: France and the French since 1900
(Penguin, 2005).
Levels 5/6 Modules:
Full Module
Title:
Module Code:
Credits/Level:
Convenor:
Lecturer(s):
Entrance
Requirements:
Day/Time:
Module
Description:
Syllabus:
Assessment:
Gender and Feminism in Brazilian and Portuguese Visual Culture
TBC
30 credits/ Levels 5 & 6
Dr Patricia Sequeira Brás
Dr Patricia Sequeira Brás
None. Taught in English.
Thursdays 6-9pm (Term 3)
The module introduces key concepts of feminist theory through the
analysis of female visual representations in Brazilian and Portuguese
contemporary culture. These representations are studied within the
historical, political and social context in which they are produced as well
as contrasted with popular culture references, films and other visual
references that assert and/or liberate gender assumptions. The
module‘s scope is interdisciplinary. It offers a feminist approach,
intersecting gender, class, race and ethnicity. Some of the topics
covered in the module are: gender performance; intersectionality; care
work; reproductive rights; male gaze; feminist art; and black
feminism.Primary materials to be studied include those produced by
Judith Butler; Audre Lorde; Chimamanda Ngozi Adichie; bell hooks,
among others. Films to be viewed include Madame Satã (2002), Odete
(2005) and The Second Mother (2015), among others. All genders are
invited!
1. Introduction
2. Femininity Under Salazar‘s dictatorship I: Fado, História d'uma
Cantadeira (1947), Perdigão Queiroga
3. Femininity Under Salazar‘s dictatorship II: O Cerco (1970), António da
Cunha Telles
4. The Politics of Gender Performance: Carmen Miranda
5. Feminist art in Brazil and Portugal
6. RW
7. Black Feminism: Xica Da Silva (1976), Carlos Diegues
8. Nature as Female: Iracema Uma Transa Amazônica (1976), Jorge
Bodanzky and Orlando Senna
9. Queer representations I: Madame Satã (2002), Karim Aïnouz
10. Queer representations II: Two Drifters (2005), João Pedro Rodrigues
11. The Politics of Care work: The Second Mother (2015), Anna
Muylaert
Level 5:
Commentary (1000 words) - 30%
Critical review (1000 words) - 30%
Essay (25000 words) - 40%
Level 6:
Essay 1 (2500 words) - 40%
Essay 2 (3500 words) - 60%
Essential Texts:
Judith Butler, Gender Trouble Feminism and the Subversion of Identity
(New York and London: Routledge Classics, 1990)
E.Ann. Kaplan, ‗Global Feminisms and the State of Feminist Film
Theory‘ in Signs, Vol. 30, No. 1, Beyond the Gaze: Recent Approaches
to Film Feminisms Special Issue Eds. Kathleen McHugh and Vivian
Sobchack (Autumn 2004), pp.1236-1248
Audre Lorde, Sister Outsider: Essays and Speeches (Berkeley: Crossing
Press, 2007)
Janet McCabe, Feminist Film Studies Writing the Woman Into Cinema
(London: Wallflower, 2004)
Filmography
Fado, História d'uma Cantadeira (1947), Perdigão Queiroga
Iracema Uma Transa Amazônica (1976), Jorge Bodanzky and Orlando
Senna
How Taste Was my Little Frenchman (1971), Nelson Pereira dos Santos
Madame Satã (2002), Karim Aïnouz
O Cerco (1970), António da Cunha Telles
The Second Mother (2015), Anna Muylaert
Two Drifters (2005), João Pedro Rodrigues
Xica Da Silva (1976), Carlos Diegues
Full Module
Title:
Module Code:
Credits/Level
Convenor:
Lecturer(s):
Entrance
Requirements:
Day/Time:
Module
Description:
Syllabus:
Reading Transnational Cultures
ARCL022S5
30 credits, Level 5
Dr Martin Shipway
Dr Martin Shipway, Dr Ann Lewis,Dr Carmen Fracchia, Dr Patricia
Sequeira Bras, Dr Syada Dastagir
No language requirement other than English
Mondays, 6.00-9.00 (Term 3)
This module is designed to help you explore the ways in which culture
relates to the ideas of the nation and the transnational by encouraging
you to work with cultural artefacts which engage with more than one
cultural context. We will ask questions like: how important/restricting it is
to explore culture within a national context; what does a text need to do
to be described as transnational; can our understanding of these
categories be transformed by our engagement with literary and filmic
texts; what are some of the multiple ways in which a text can engage
with more than one culture; are these always liberating and
transformative or can they also be oppressive and reactionary; how
important is language to these questions; do texts have to be
monolingual or does transnationality require an engagement with more
than one language? We will work together as experts in different cultural
contexts to explore these ideas in relation to specific texts.
Term
Three
Introduction
MS
Imagining the colonial encounter: Albert
MS
Camus, L’étranger (1942) [The Outsider];
Le premier homme (1994) [The First Man] extracts
07.05.18
Bank Holiday
Imagining the (post)colonial encounter:
14.05.18
MS
Régis Wargnier, Indochine (1992); Claire
Denis, White Material (2010)
Enlightenment perspectives (i) France
21.05.18
AL
and England
Set text: Voltaire, Lettres philosophiques
(1734) [Letters concerning the English
Nation]
28.05.18
Bank Holiday
Enlightenment perspectives (ii) Persia
04.06.18
AL
and France
Set text: Montesquieu, Lettres persanes
(1721 rev. ed. 1754) [Persian Letters]
Cool Japan' in the UK
11.06.18
SD
Readings:
Valaskivi, Katja. "A brand new future? Cool
Japan and the social imaginary of the
branded nation." Japan forum. Vol. 25. No.
4. Routledge, 2013.
Hernández-Pérez, Manuel. "Cartoons and
Manga Movies: The hard rise of Anime in
UK market and society." Mutual Images
Journal 2 (2017).
Transcultural Perspectives Between
18.06.18
SD
Japan and India
Readings:
Moni, Monir Hossain. "Japan and South
Asia: Toward a Strengthened Economic
Cooperation." (2008).
Kesavapany, K., A. Mani, and Palanisamy
Ramasamy, eds. Rising India and Indian
Communities in East Asia. Institute of
Southeast Asian Studies, 2008.
Colonialisms: Gilberto Freyre, The
25.06.18
PSB
Portuguese and the Tropics (1961) and
Peter Weiss, Song of the Lusitanian Bogey
(1969) – extracts (available on Moodle)
Depicting the Empire: Diego Velazquez
02.07.18
CF
and The Hall of Realms (1634-35). Set text:
Raymond Carr (ed.), Spain: A History
(Oxford University Press, 2000) – extracts
(available on Moodle).
1 x 1000 word assessment task to be submitted by Monday 28 May
2018. This is worth 25% of the mark for the module.
23.04.18
30.04.18
Assessment:
1 x 1000 word assessment task to be submitted by Monday 18 June
2018. This is worth 25% of the mark for the module.
1 x 2500 word essay to be submitted by Monday 23 July 2018. This is
worth 50% of the mark for the module.
Essential Texts:
75% attendance requirement, worth 0% of the mark for the module. This
element must be passed.
Albert Camus, L’étranger (1942) (Preferred edition: Folio)
[The Outsider, Penguin, translated by Joseph Laredo]
Albert Camus, Le premier homme (Gallimard, 1994)
[The First Man, Penguin, translated by Davis Hapgood] (extracts will be
available on Moodle)
Edward Said, Imperialism and Culture (Chatto & Windus, 1993)
Régis Wargnier, Indochine (1992) (available on DVD)
Claire Denis, White Material (2010) (available on DVD)
Voltaire, Lettres philosophiques ou lettres anglaises (Flammarion, 1994
– or any complete edition)
[Letters concerning the English Nation, Oxford World Classics,
translated by Nicholas Cronk, 2009]
Montesquieu, Lettres persanes (Folio classique or Flammarion editions
– or any other complete edition)
[Persian Letters, Oxford World Classics, translated by Margaret
Mauldon, 2008]
Valaskivi, Katja. "A brand new future? Cool Japan and the social
imaginary of the branded nation." Japan forum. Vol. 25. No. 4.
Routledge, 2013.
Hernández-Pérez, Manuel. "Cartoons and Manga Movies: The hard rise
of Anime in UK market and society." Mutual Images Journal 2 (2017).
Moni, Monir Hossain. "Japan and South Asia: Toward a Strengthened
Economic Cooperation." (2008).
Kesavapany, K., A. Mani, and Palanisamy Ramasamy, eds. Rising India
and Indian Communities in East Asia. Institute of Southeast Asian
Studies, 2008.
Gilberto Freyre, The Portuguese and the Tropics (extracts will be
available on Moodle)
Peter Weiss, Song of the Lusitanian Bogey (extracts will be available on
Moodle)
Raymond Carr (ed.), Spain: A History (Oxford University Press, 2000) –
extracts available on Moodle.
Full Module
Title:
Module Code
Credits/Level
Convenor:
Lecturer(s):
Entrance
Requirements:
Day/Time:
Module
Description:
Syllabus:
Post-War: Themes in Comparative European History since 1945
AREL001S5/AREL056S6
30 credits / Levels 5 and 6
Dr Martin Shipway
Dr Martin Shipway (MS), Dr Patricia Sequeira Bras (PSB), Dr Eckard
Michels (EM)
No language requirement other than English
Mondays 6.00-7.20 (Terms 1 & 2)
The course is jointly taught by members from different language areas. It
will cover major aspects of European history since 1945. The themes we
are covering are European colonialism and decolonisation focusing
mainly on Britain and France (MS); political discourses and cultural
responses to social developments in the ―long 1960s‖ mainly in Southern
Europe (PSB); and cold war politics in Europe from the end of the Second
World War to the Fall of the Soviet Empire in 1989/90 focusing mainly on
Central and Eastern Europe (EM).
Term 1
2.10.17 Introduction: Europe in 1945
MS
The End of Empire: the Asian ‗first wave‘,
MS
9.10.17
1945-49
The End of Empire: African colonial reform
MS
16.10.17
and revolt
The End of Empire: the climax of
MS
23.10.17
decolonisation
Social Movements and Radical Discourses in PSB
30.10.17
the long 1960s
6.11.17 Reading Week
Social Movements and Radical Discourses in PSB
13.11.17
the long 1960s
Social Movements and Radical Discourses in PSB
20.11.17
the long 1960s
Social Movements and Radical Discourses in PSB
27.11.17
the long 1960s
Social Movements and Radical Discourses in PSB
4.12.17
the long 1960s
Social Movements and Radical Discourses in PSB
11.12.17
the long 1960s
Term 2
8.1.18 After Empire: the ‗wind of change‘
MS
15.1.18 After Empire: post-imperial Europe
MS
22.1.18 After Empire: new identities?
MS
29.1.18 The Cold War: An introduction
EM
The Soviet Union and the West in the Second EM
5.2.18
World War
12.2.18 Reading Week
19.2.18 The Outbreak of the Cold War 1945-1948
EM
The Soviet Bloc in Eastern Europe from the
EM
26.2.18
1950s to the 1970s
The Beginning of West European Integration
EM
5.3.18
in the 1950s
East-West Détente in Europe in the 1960s
EM
and 1970s
The Dissolution of the Soviet Bloc in the
EM
19.3.18
1970s and 1980s
Level 5: two essays of 2500 words each from a list of topics
Level 6: one essay of 2500 words from a list of topics and one
independently researched essay of 4500 words, topic to be agreed with
relevant tutor.
12.3.18
Assessment:
Essential
Texts:
Tony Judt, Post War: A History of Europe since 1945 (Oxford 2005).
Martin Shipway, Decolonisation and its Impact: A Comparative Approach
to the End of the Colonial Empires (London 2008)
Elizabeth Buettner, Europe after Empire: Decolonization, Society, and
Culture (Cambridge 2016)
Gerd-Rainer Horn, The Spirit of ’68. Rebellion in Western Europe and
North-America, 1956-1976 (London & New York 2007)
Martin Kilmke, 1968 in Europe. A History of Protest and Activism, 19561977 (London & New York 2008)
Arthur Marwick, The Sixties. Cultural Revolution in Britain, France, Italy,
and the United States, c. 1958-1974 (Oxford 1998)
Kristin Ross, May 68 and its Afterlives (Chicago 2002)
Konrad Jarausch (ed.), The Cold War. Historiography, Memory,
Representation (Berlin 2017)
John Young, Cold War in Europe 1945-1991: A Political History (London
1997)
Filmography:
Scenes of a Class Struggle in Portugal (1977), Robert Kramer and Philip
J. Spinelli
The Working Class Goes to Heaven (1971), Elio Petri
Numax presenta… (1980), Joaquín Jordá