| Unit name | The Indian in Latin American Novel |
|---|---|
| Unit code | HISP30081 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Professor. Jo Crow |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | Department of Hispanic, Portuguese and Latin American Studies |
| Faculty | Faculty of Arts |
Mapping the territory between literature and politics, this unit introduces final year students to scholarly debates about representations of indigenous peoples (or the 'Indian') in the Latin-American novel. Students will analyse four key texts by Bolivian, Peruvian, Chilean and Guatemalan writers: Raza de bronce by Alcides Arguedas (1919), Yawar fiesta by José María a Arguedas (1941), Frontera by Luis Durand (1940) and Hombres de maíz by Miguel Angel Asturias (1949). They will also consider the historical context in which these narratives were produced, and examine - where possible - the different ways in which they were received by the political elites. Looking at the novels themselves, as well as critical studies of the authors and their work, this unit will examine the significance of indigenismo as a popular literary current in early to mid-twentieth century Latin America.
Aims:
Students will analyse the key texts in depth, they will think about the political and historical context in which the texts were produced and they will discuss the different issues (cultural, political, linguistic, moral) involved in representing marginalised sectors of society in literature - in this case indigenous peoples. They will address questions such as: To what extent did these novels challenge or, to the contrary, reinforce traditional stereotypes of the Indian? How far did indigenista ideas co-exist with predominant racial theories? What do we learn about Latin America's indigenous communities and their histories from these novels? Are there common themes in the novels? What distinguishes them from one another? Do these novels give a voice to the previously voiceless Indian?
Students on the unit will learn about the different narrative techniques and structures used in the key texts; they will also learn about the role of imagery and symbols, and develop their understanding of key issues involved in representing indigenous peoples in literature, focusing on the contesting histories that emerge from the texts. Students will be encouraged to present their views (about the texts and relevant debates) orally to the class in a concise and coherent form and they will work on developing their essay writing skills - namely the ability to present a clear, well-argued, well-structured and well-researched piece of written work.
Two seminar hours per week across one teaching block (22 contact hours).
One of the following:
a) A written assignment of 3000 words and a two hour exam (50% each)
b) A written assignment of 3000 words (25%) and a three hour exam (75%)
c) One written assignment of 6000 words (or equivalent)
d) Two written assignments of 3000 words (50% each)
e) One oral presentation (25%) plus one written assignment of 1500 words (25%) plus one written assignment of 3000 words (50%)
