This past Thursday Nov 2, 2023, our department received the visit of professors Susana Bardavío Estebán (U of Burgos), Santiago Díaz Lage (UNED), María Xesús Lama (U of Barcelona) and Antonio Pedrós-Gascón (Colorado State U), who came to our campus to participate in a workshop on women writers and the representation of domestic violence in Spanish periodicals from the second half of the nineteenth century . The guests scholars participate in an international research group (GenViPreF) that collaborate in the preparation of databases, studies and editions of texts about gender and violence published in the Peninsular women’s press between the years 1848 to 1918 .

The workshop started after lunch in our doctoral seminar room with a fascinating conversation of Prof. Vialette and our Emeritus Professor Lou Charnon-Deutsch, author of Hold that Pose: Visual Culture in the Late Nineteenth-Century Periodical (2008) and other seminal publications on gender in Spanish literature of the 19^th century. Prof. Charnon-Deutsch described the challenges of compiling data and doing archival research at the National Library in Madrid before the digital age and the impact that the digitalization of vast collections of periodicals in the last decade has had on our studies.

The second session was structured as a conference panel with three paper presentations in Spanish. Prof. Díaz Lage opened the table with a talk on a case of gender violence unusually alluded to in Ellas, one of the feminine periodicals, considering that these publications tended to avoid current events and politics. The second paper was presented by Prof. Bardavío on two novels published in El Correo de la Moda, and the particularities of the feminine Spanish role model compared to the Victorian ideal of the “angel in the house.” Finally, Prof. Pedrós-Gascón presented on Concepción Gimeno de Flaquer’s figure as an intellectual and how most of her novels represented conservative images of women, in contrast to her essays and political activity.

This enriching event was organized by our colleague Prof. Aurelie Vialette –a member of the GenViPref project–, together with María Xesús Lama and Álex Alonso Nogueira (Brooklyn College). The details of the full workshop can be seen in the poster and program here.

Image gallery:

The Department of Hispanic Languages and Literature is holding its annual undergraduate informative session this Wed Oct 25^th (2023) from 1.00 pm to 1.45 pm in the Humanities Building room 2036 (second floor). All interested students are welcome to attend and explore our courses, academic programs, cultural events and enjoy a free lunch!

The Open House will present an overview of our Major, Double Major, Minor, Honors Program, as well as our spring 24 course offerings, Teaching Program and the path to the BA/MAT. Explore our website for more information.

Students that came to Stony Brook with prior knowledge of Spanish (but no standardized tests, such as AP) should take the Foreign Language Placement Exam (FLPE) or a Challenge Exam. In either case, start by contacting the Language Learning Resource Center (LLRC). For more information on challenge exams (offered for SPN 112, SPN211, SPN212 and SPN311) see here or contact the Spanish director of undergraduate studies.

The Spanish Major (BA in Spanish) give students a solid education in the languages, literatures, cinema, arts and cultures of Latin America, Spain and the Latinx communities of the United States. The Major requires twelve Spanish courses in the 300/400 level. If the student decides to combine two majors (Double Major), the requirement of courses drops to ten. Many students do Double Majors in Spanish and Biology, for example, but combinations with English, History, Psychology or other languages are also popular.

The Spanish Minor is one of the largest and more popular Minors in the College of Arts and Sciences. Our Minor program is very flexible and requires six Spanish courses in the 300/400 level.  Any student can easily change from a Minor to a Double Major. It only requires four more courses in Spanish.

Tip: Don’t forget to consult both directors of undergraduate studies to be sure that you can fulfill all requirements for your Double Major in time for graduation.

Students that are interested in research or are considering applying to graduate or professional schools (such as Medicine or Law), can explore our Honors Program, which is similar to our Major but requires a senior thesis.

Many of our Spanish Majors (BA in Spanish) opt for the Secondary Teaching Preparation Program (Teaching Certificate) or decide to pursue a 5-year combined BA with a Master of Arts in Teaching (BA/MAT). For all questions related to pedagogy courses and field experience, please see here or contact Prof. Sarah Jourdain.

If you have any questions about your Spanish courses or our Programs, email Prof. Joseph Pierce (Fall 23) or Daniela Flesler (Spring 24).

¡Nos vemos el día 25 de octubre a la 1 pm!

Born and raised in Chile, Sebastián López Vergara traversed the continent for his education and career as researcher and instructor in the field of Latinx and Indigenous Diaspora Studies. He came to our department under the IDEA Fellows program, a new Stony Brook initiative from the Office of the Provost designed to hire, engage, and mentor Inclusion, Diversity, Equity & Access (IDEA). The program brought this 2023 a total of eight fellows to our campus for two-year post docs with faculty positions at the lecturer level, and the option, after successful completion of the program, of staying as tenure-track assistant professors.

Sebastián holds a BA in English Literature and Linguistics from the Pontificia Universidad Católica de Chile, and an MA and PhD from the University of Washington at Seattle in Comparative Literature, Cinema and Media. He has extensive experience in teaching and community outreach, and this fall 2023 he is offering a class in Spanish (SPN 415/510 Hispanic Cultures in Contact) centered on contemporary issues of land exploitation, Indigenous and feminist politics, racial oppression and justice, and colonial dispossession, as well as on different historical projects of social liberation from Mexico to Patagonia.

As a way of welcoming Sebastián to our academic community and getting to know him better, we engaged in a conversation on the train about his personal and academic background, his first impressions of New York and his plans for the following semesters.

PF: Sebastián, welcome to Stony Brook! The department is extremely glad and honored to have you in our team. I hope you had an uneventful moving experience from Seattle to New York. Since you have lived most of your life next to the Pacific Ocean, in Chile and Washington, any thoughts about your first encounters with the Atlantic and the New York area?

SLV: Thank you so much for the welcome! It’s been so good to be here these weeks, getting to know my colleagues, graduate and undergraduate students. They all have been so warm and genuinely friendly. It is indeed my first sustained encounter with the Atlantic. I always thought of New York as the northernmost Caribbean island with its rich and complex history of the Black diaspora. Being here, I’m starting to learn that it is that and also the histories of the Shinnecock as well as so many other diasporic/migrant communities, particularly these days, from Latin America, West Africa, and Asia. It is incredible to see that in the urban space where it materializes as a global and local experience. 

PF: Can you tell us more about your academic background and previous community engagement?

SLV: My undergraduate education was in “letters” (Letras), in English, and that training taught me the centrality of language in all the operations of life. Not so much that language “creates” realities, but that it is indissoluble from the multiple and conflicting realities we socially create. But I felt uneasy with the “English” part of “letters,” having studied in Chile. And I’d say that this academic uneasiness became more noticeable after I read Edward Said’s Orientalism for an undergraduate literary theory class and, at the same time, a renewed cycle of Mapuche protests against state violence and for territorial autonomy in the late 2000s, early 2010s emerged in Chile. My graduate education, I am starting to realize, was my attempt to understand that. I studied Comparative Literature at the University of Washington, Seattle, where I had excellent mentors who trained me in the fields of Indigenous studies, critical theory, and Latin American cultural studies.

And, while I was writing the dissertation, I had the opportunity to be part of University Beyond Bars, an organization that offered post-secondary education to the incarcerated in the Washington State Reformatory in Monroe. With a good friend, I co-taught Spanish language and Latin American history and it was a really important pedagogical experience to facilitate the completion of incarcerated students’ associates’s degrees in such adverse conditions. 

PF:. You recently defended your dissertation in Seattle, can you summarize the main ideas and research involved in that work?  

SLV: My dissertation is titled “Archives of Post-Occupation: Indigenous Peoples and the Biopolitics of Modern Chile,” and studies discourses on Indigenous recognition and erasure in modern Chile as they relate to the histories of the Mapuche and Selk’nam peoples throughout the twentieth century. I close-read photographic collections, poetry, political theory, and testimonials, and propose three main points. The first one is to understand that the Chilean state used a range of colonial strategies of recognition and elimination that are seldom thought to work together in current scholarship to occupy Mapuche and Selk’nam territories. Second, to grasp that Mapuche and Selk’nam political traditions used the very same discourses on recognition and elimination to propose anticolonial strategies. The last point is to think that dispossession is organized by paradoxical relations of power. That is to say, the discourses that shape dispossession, as much as they support the violent displacement and oppression of Indigenous peoples, also function as levers for Indigenous anticolonial projects. Broadly speaking, I propose an approach to understanding shifting forms of power between the state and Indigenous peoples in twentieth-century Latin America.

PF: Your research and fascinating reflection on anticolonial projects immediately open a wider conversation about cultures and politics. I see in that dynamic of power that you describe a crucial political strategy since the colonial period, when natives would use Castilian laws and texts to defend their rights and recompose their traditions. 

SLV: Exactly! For example, the political and spatial negotiations of the Mapuche with the Spanish crown in the Parliament of Quilin in 1641 articulate the contemporary Mapuche autonomist political project of recovery of Mapuche ancestral territories, Wallmapu, against ongoing Chilean state occupation of Mapuche lands. Similarly, in the Bolivian Andes, the movimiento de apoderados generales, an Indigenous movement that sought to defend communal lands (the ayllu) in the late 1800s, found in the declassification of colonial land titles from the archives a tool to stop land dispossession in oligarchic Bolivia. 

PF: We are currently at a very exciting moment at Stony Brook for the development of Indigenous Studies, how do you see the future of that field?

SLV:The future looks really promising. I could just mention, for example, how the current dialogues between Native American studies and Latin American Indigenous studies are very fruitful in developing a hemispheric understanding of Indigenous politics and culture and colonialism. That means being very attentive to particular histories, intellectual and political traditions while, simultaneously, understanding those formations relationally without abstracting their differences. In fact, I think the fields are very intentional in learning from the histories and “methods” of Indigenous politics and activism since these have always been in dialogue across geographies. I’d also say that a really important development is taking place through this dialogue, which is to think of Indigenous forced migration and diaspora as a structuring reality across contemporary Indigenous societies. I think this last point is extremely important since it underscores how the shared experiences of Indigenous migration across the hemisphere are shaping emerging understandings of Indigeneity and strategies to contend with state and economic structures driving the forced displacement of different communities. Or, to put it simply, I think the question that is making the field of Indigenous studies so productive is to understand how the multiple histories of Indigenous politics have strived to create truly democratic societies. And that’s a very pressing question in today’s political climate.

PF: Considering those migrations and diasporas that have changed the human landscape of the Americas and are currently re-shaping our societies here in New York, how do you see your research and teaching in relation to inclusion, diversity, equity and access, which are the keywords and core values of the IDEA fellows program? 

SLV: I think being now in a Hispanic Languages and Literature department is extremely advantageous to address those core values. With the student body changing the university, I think HLL has a very important role in attending to the questions that Latinx, Indigenous, Afro-Latinx, and other minoritized students (both graduate and undergraduate) have about the field, the knowledges they’re learning, and the university itself. I think that listening to those questions, about the changing character and patterns of migration, as well as the social, cultural, and political relations that shape displacements and many other issues will not only reveal to students “alternative histories” and “knowledges” that were previously considered as “differences to be suppressed” or “peripheries” and not as core forms of knowing. But also, and I think this is very important, focusing on these questions brings the possibility of unsettling categories that were thought to be self-evident in the field and that still organize it. In other words, I think that it is the kinds of questions that students are posing around access, linguistic/cultural diversity, and inclusion and equity that actualize the role of education at the university level.

I also think that the emerging institutional ties between different departments at Stony Brook to support the creation of a Native American and Indigenous Studies minor and program are extremely important, and I’m more than happy to support that effort. I think it’s instances like this that take up the spirit of land acknowledgments (that we all reckon with Indigenous presence and tenure of the land) with concrete institutional practices that start undoing histories of dispossession and inequalities.

PF: Indeed, this scenario of interdepartmental collaboration and institutional support is already creating new conversations on campus and the community. It seems that we have an exciting road ahead!

In 2022, Professor Javier Uriarte co-edited, together with Fernando Degiovanni, the book Latin American Literature in Transition, 1870-1930 (Cambridge University Press), which includes 25 chapters, divided into five parts: commodities, networks, uprisings, connectors and cities, covering a wide array of topics, problems and discourses, from rubber, coffee or yerba mate, to diasporas, chinoiseries, indigenismos, war, visual technologies, Iquique, Ciudad Juárez,  etc. The full book index can be accessed here. 

As the editors explain, “Latin American Literature in Transition 1870-1930 examines how the circulation of goods, people, and ideas permeated every aspect of the continent’s cultural production at the end of the nineteenth century. It analyzes the ways in which rapidly transforming technological and labour conditions contributed to forging new intellectual networks, exploring innovative forms of knowledge, and reimagining the material and immaterial worlds”. All the chapters or essays provide, thus, “a novel understanding of the period as they discuss the ways in which particular commodities, intellectual networks, popular uprisings, materialities, and non-metropolitan locations redefined cultural production at a time when the place of Latin America in global affairs was significantly transformed”.

Regarding the specificity of the period comprised in the book, between 1870 to 1930, the Introduction by Javier Uriarte and Fernando Degiovanni explain that “cultural critics and historians have long considered the decades between 1870 and 1930 Latin America’s paradigmatic transitional period. The consolidation of oligarchic nation-states after years of civil wars unleashed multiple and unexpected forces in the economic, political, and cultural realms in the last decades of the nineteenth century. And, among many other things, the region witnessed the complex transformation of pastoral and rural societies into modernized and market-oriented states with strong agroexport sectors.”

The conceptual frame of literatures in transition is a Cambridge University Press project that explores the literature of diverse parts of the world, such as “American Literature in Transition”, “Irish literature in Transition”, etc. In the case of  “Latin American Literature in Transition”,  the series fifth volume, Javier Uriarte argues “that the focus is on processes and changes, on a more dynamic perspective on cultural production and its relations with the political, social, and economic dynamics that take place in the region.”

Prof. Javier Uriarte is also the author of the chapter titled “Travel” that explores various ways in which the practice of travel is conceived of and reflected upon. Working with travelers from 1870 to the end of the 1920s, Uriarte emphasizes the moments when authors reflect on their own practice, its connections with modes of transportation, the notions of modernity, the role of the state and of the “I” in their displacements through different territories.

The co-author of this volume, Fernando Degiovanni, professor at CUNY Graduate Center, was invited to Stony Brook University in 2018 for a series of discussion on methods and theories in our field: Las formas del campo.

Prof. Javier Uriarte specializes in the literatures and cultures of the 19th and early 20th centuries in Latin America, particularly of the Southern Cone and Brazil. He teaches graduate seminars and undergraduate courses on travel  literature and environmental humanities.

Prof. Javier Uriarte this August 2023 on the Amazon Delta, across the Marajó Island (Belém, Brazil). See map.

Doctoral candidate  in Hispanic Languages and Literature, Omar Badessi, who has received multiple awards for his outstanding  work and services to the Stony Brook community, has been distinguished this August 2023 with the Award for Excellence in Teaching an Online Course by the Center for Excellence in Teaching and Learning, Provost Office, Stony Brook University.

I am incredibly grateful to CELT for their unwavering support, which has enabled me to excel in my role as an online course instructor. My students and SBU colleagues have been an invaluable source of learning, inspiring me to continuously innovate and improve my teaching methods. Being chosen for the Excellence in Teaching an Online Course Award is a true honor, and it motivates me to continue fostering a dynamic and enriching learning environment for my students. SHUKRAN!! (THANK YOU IN ARABIC)

Omar is a  polyglot instructor at Stony Brook University, with a rich cultural background shaped by multiple influences. As a member of the native Amazigh community (North Africa), his heritage encompasses a blend of Mediterranean, African, Eastern, and European traditions. He thrives on connecting with people from all walks of life, valuing the diverse perspectives they bring. At SBU, Omar has developed immersive and culturally-aware Arabic and Spanish language curricula, integrating creative activities to enhance students’ language skills while deepening their understanding of the rich tapestry of Spanish and Arabic cultures.

This year Omar was also granted the Best Translator Award from the Institute of General Semantics for his translation from English to Arabic of Practical Fairy Tales for Everyday Living (Revised 2nd ed. by Martin H. Levinson).

In 2022, our department recognized his outstanding dedication to our undergraduate students and awarded him the Excellence in Graduate Teaching Award. That same year he was also awarded a Travel Research Award to advance his dissertation project on the cultural relations between northern Africa and southern Europe. In 2001, he was also named Employee of the year, third place, at the Stony Brook University Career Center.

To Omar, language classes serve as a gateway to explore the intricacies of various cultures, fostering a greater appreciation and understanding among students. Through language learning, students not only acquire linguistic proficiency but also dismantle false stereotypes, enabling them to embrace new ways of thinking.

Along with his commitment to fostering a sense of community and academic excellence, Omar designed “Amigos de Omar”, a  newsletter that serves as a platform for his students to express their unique personalities, learning experiences, creativity, and cultural diversity. It also serves as a valuable tool for Omar to continuously improve his teaching methods while sharing his artistic passions and collaborations. During the pandemic, his dedication to his students was highlighted by the College of Arts and Sciences (see interview). This 2023, his fifth year at Stony Brook, Omar continues to encourage and empower students to embrace cultural diversity and enrich their lives through language and cultural exploration.

Once again, our vibrant HLL community gets together for the Spring Tertulia and Poetry Reading, with the participation of our undergraduate and graduate students and faculty. This literary event in Spanish reflects the vitality and engagement of our community, particularly of our undergraduate students, Teaching Assistants and  lecturers, under the coordination of our Director of the Spanish Language Program, Dr. Lilia Ruiz-Debbe.

Mark your calendars for this Wednesday, April 19th (2023) from 1 to 2.20 pm in Humanities 1003 (see poster here). More details and program soon to come!

You can download last year Tertulia program and pictures here: Spring 2022 in PDF.

Attending a large academic conference and presenting your research as a graduate student is always a great challenge. We are proud that six of our doctoral students in the Department of Hispanic Languages at Stony Brook University presented their work at the 54th Annual Convention of the Northeast Modern Languages Association 2023 (NeMLA), held this year on March 7-10 in Niagara Falls, New York, and hosted by the University at Buffalo, SUNY.

Here is the list of our six students that participated in following roundtables and panels:

• Jesús Jiménez Valdés was co-chair of the roundtable “Resilience and Identity: America and the Spanish Empire,” and presented a paper on “Identidad y contacto en la América dieciochesca: la mirada viajera de Ulloa y Jorge Juan”. 
• María Medín Doce presented a paper titled “Salir de Casa, Volver a Casa: Narrativas del exilio en la obra de María Luisa Elío” in a panel on “Dissenting Voices: Agency and Resilience in Iberian Exiles”
• Valentina Pucci presented her paper “La rebaba de la memoria afrodescendiente en la novela Elástico de sombra [2019], de Juan Cárdenas” in the panel on “Corporality and the Senses in Hispanophone and Lusophone Literature and Film II”. 
• Jeannette Rivera was chair of the roundtable on “Obstructions to Colonial Debts” and presented a paper on “Poéticas que obstruyen la visión tropical en el Caribe”. 
• Alexis Smith presented her paper titled “A Scholarly Model for Community-based Belonging in Tardes Americanas [Mexico, 1778],” in the  roundtable on “Resilience and Identity: America and the Spanish Empire”. 
• Beatriz Solla-Vilas presented on “Transgressing Humanity: Body Dystopias and the More-than-human in Tentacle [La mucama de Omicunlé], by Rita Indiana” in the panel titled “Trans Worldbuilding.” 

Back in Long Island, our students highlighted the fact that NeMLA opens spaces for dialogue and creates networks with students and faculty from other institutions . A student mentioned that NeMLA is a great platform for a first-time experience at a US conference because of its format (panels, roundtable discussions) and the diversity of topics and periods included. In addition, NeMLA offers a mentoring and mentee program on career opportunities and practical professional issues, such as cover letters and resumés. One of our students summarized the experience saying that “participating in NeMLA helps students to showcase their projects, engage in dialogue and establish potential contacts.”

Regarding funding, the NeMLA Graduate Student Caucus provides a number of annual travel awards to graduate students (national or international) who are accepted to present papers or chair sessions at the convention. Our Stony Brook Graduate Student Organization (GSO) also offers grants to help cover travel expenses and registration. As Teaching Assistants at Stony Brook, students can become members of the GSEU (Graduate Students Employees Union), which also offers a GSEU Professional Development Program, a fund that covers expenses for professional development activities. Another possible source of travel support is available through the Stony Brook Center for Inclusive Education.

I would like to point out that the roundtable “Obstructions to Colonial Debts” was inspired in Rocío Zambrana’s Colonial Debts: The Case of Puerto Rico, which is a remarkable intervention on the role of debt and neoliberal coloniality, and although its focus is on Puerto Rico, its approaches and concepts could be extrapolated elsewhere. I highly recommend it! As for me, it was a delightful experience to moderate and participate in this roundtable, even more so when it was about poetics and politics of refusal against coloniality and erasure through debt, neoliberalism and necropolitics. I feel very humbled to have shared insights with the other participants who, I must emphasize, are working on fascinating and socially committed projects. In addition, the Niagara falls are incredibly beautiful!! I really enjoyed the view. (Jeannette Rivera)

The NeMLA 23 PDF program is available here. Information on next year NeMLA 24 conference hosted by Tufts University (Boston on March 7-10) can be seen here. 

Our colleague Víctor Roncero López, professor in Hispanic Languages and Literature at Stony Brook University, specialist in the literature of the Spanish Baroque and in the courtly politics of kings Philip III and IV, has just released a new scholarly edition of Pedro Calderón de la Barca’s play El postrer duelo de España (The Last Duel in Spain), one of the lesser studied comedias of one of the greatest European dramatists of the seventeenth century.  In 2019, Roncero López also edited Calderón’s play Saber del mal y el bien, and in 2020, in colaboration with Abraham Madroñal Durán, they published a selection of Calderón’s short pieces for the celebration of the Corpus Christy.

Illustration 1: Cover page. Pedro Calderón de la Barca. El postrer duelo de España. Ed. by Victoriano Roncero López. Madrid and Frankfurt: Iberoamericana, 2023. Biblioteca Áurea Hispánica (155, 30). 226 pages.

This new scholarly and annotated edition, based on one of the manuscripts revised and corrected by Calderón himself, includes a thorough literary study of the play and its manuscripts and printed transmission.

El postrer duelo en España is based on a historical duel that took place in Valladolid (Spain) in December 1522 in the presence of the emperor Charles V, in which two gentlemen from Aragon were involved in a legal duel, the last official one in Spain. The confrontation was reported by a French witness, later translated by a Dutch Jesuit, and then included in Prudencio de Sandoval’s History of Charles V (1604-1606), which became the historical source used by Calderón to create his play.

Illustration 2: Final page of one of the manuscripts of El postrer duelo de España (BNE) with the official play approval or license.

Calderón adapted the 1522 historical event into the popular form of the comedia, which required a love story and a conflict of honor, along with a parallel lighter plot in the roles of the servants. Although duels were great entertainment on stage, they were also a serious social and legal problem in the early modern times, especially after the popularization of chivalry and aristocratic manners through printed pamphlets and theater.

Prof. Roncero López, who has extensively published on the works of Quevedo, Calderón, Cervantes, Lope de Vega and Tirso de Molina, among other classics, regularly offers undergraduate and graduate courses and seminars on Spanish Golden Age theater in our Department (check our webpage). The plays and other texts studied in Prof. Roncero López’s courses show the way of life and thinking of seventeenth century society in Spain and frequently represent empowered women, who controlled their lives and participated in public government.

The Department of Hispanic Languages and Literature is honored to announce that two of our doctoral students, Beatriz Solla Vilas and Jesús Jiménez Valdés, have been awarded the Edward Guiliano ‘78 Fellowship, which supports research for Stony Brook University graduate students.  The fellowships will be used this spring 23 for research travel in South America towards the generation of publishable articles and the advancement of their dissertations.

Beatriz Solla Vilas, a native from Galicia, Spain, presented a research project titled “Becoming Travesti: Self-narrative and activism in transgender Brazilian literature.” Thanks to the Guiliano fellowship, Beatriz will travel to Rio de Janeiro to do research at the National Library and National Archive and to Salvador de Bahia to visit the archives and galleries of the Museu Transgênero de História e Arte (MUTHA).

Jesús Jiménez Valdés, born in Seville, Spain, presented a research plan on “Local archives and imperial Texts: Jorge Juan and Antonio de Ulloa’s scientific writing in the 18^th century,” which will take him to Lima, Perú, to do research at local archives, the National Library and museums, as well to establish contact with city universities and local academics.

The Edward Guiliano ‘78, PhD, Global Fellowship Program, “provides students with the opportunity to broaden their perspectives by engaging with the world beyond Stony Brook University and their local communities.” The ultimate goal of this prestigious fellowship program is to provide graduate students at Stony Brook with the opportunities to have a transformational educational experience.

¡Muchas gracias a todes por esta gran conferencia graduada! Queremos agradecer al @stonybrook_gso, @lacs_sbu, al @sbuhumanities, a les discussants, a nuestre Speaker PJ DiPietro, a lxs participantes y a lxs asistentes.
¡Fue un día maravilloso y esperamos repetir tan buena experiencia el próximo año!

Conference Schedule Friday Nov 4, 2022

Each panel has its own Zoom link.

9:30a-11:00am. Panel 1. Desplazamientos geo-afectivos: raza y territorialidad
Discussant: Prof. Javier Uriarte (HLL). HUM 2036.

O nascimento do rei e a cura do vira-latismo? Pelé, Nelson Rodrigues e a identidade racial brasileira na Copa de 1958.
Paulo Soares (Stony Brook University)

La palabra que se aplaza en gesto. Implicancias intertextuales de los pensadores martiniquenses Frantz Fanon y Édouard Glissant.
Valentina Pucci (Stony Brook University)

(Des)Amores: trayectorias migrantes en el cine de tema andino.
Mario Alexis Hernando Cubas (Johns Hopkins University)

Searching for Grounded Normativity in the Sertão.
Michael Mcmahon (Stony Brook University)

9:30am-11:00am Panel 2. Traslaciones de lo queer: migraciones y cuerpos
Discussant: Prof. Lena Burgos Lafuente (HLL). HUM 1051.

“Un aquelarre de brujas multicolores”. Comunidades de afectos y experiencia suburbana en Las biuty queens de Monalisa Ojeda.
Juan Evaristo Valls Boix (Universidad de Barcelona)

Queer-Cuir Translations and the Affective Holding of Suspicion.
Galia Cozzi (Stony Brook University)

Afecto, disidencia sexual y la política del deseo en La manzana de Adán (Paz Errázuriz y Claudia Donoso, 1990) y Arte social por las trochas, hecho a palo, patá y kunfú (Argelia Bravo, 2011).
Patricia Gonzalez (New York University)

Forced displacement or a voluntary movement? The search for belonging in Futuro Beach/Praia do Futuro.
Simone Calvacante (University of Pennsylvania)

A chilean drama queer. Los límites afectivos de la disidencia sexual en las series de ficción.
Cristeva Alexis Cabello Valenzuela (New York University)

11:10am-12:40pm Panel 3. Escribir los afectos: ¿una cuestión de género?
Discussant: Prof. Kathleen Vernon (HLL). HUM 2036.

Las (im)posibilidades del afecto en el desarrollo de las mujeres en Una holandesa en América e Ifigenia.
José Miguel Fonseca Fuentes (The Pennsylvania State University)

Reclusión y afecto: la construcción de la poética de la mujer escritora en Porqué hacen tanto ruido de Carmen Ollé.
Grober Omar Quichua Ayvar (Pontificia Universidad Católica del Perú)

El realizador como amante: las estrategias de escucha en el cine de Gustavo Vinagre
Andrés Felipe Ardila Ardila (Universidad Nacional Autónoma de México)

La agencia femenina en el campo del amor en Despertar a quien duerme de Lope de Vega
Sandra Melissa Nathalie Huaringa Niño (Brown University)

11:10am-12:40pm Panel 4. De lo personal a lo público: representaciones sociales del cuerpo
Discussant: Prof. Matías Hermosilla. HUM 1051.

Posporno: del cuerpo deseado al cuerpo politizado.
María Isabel Reverón Peña y Mario Antonio Parra Pérez (Universidad Pedagógica y Tecnológica de Colombia)

Archivo anodino. Materia de archivo.
Samuel Espíndola Hernández (Stony Brook University)

Infancia nicaragüense: focalizaciones desde la precariedad en La Yuma (2009) y El Camino (2008).
Eric Barenboim (The City University of New York)

12:45pm-1:30pm Lunch

1:45pm-3:15pm Panel 5. Ese oscuro objeto de lo natural. Miradas desviadas de la naturaleza en el arte y la literatura
Discussant. Prof. Paul Firbas (HLL). HUM 2036.

Límites del posthumanismo queer latinoamericano: La mucama de Omicunlé de Rita Indiana.
Gabriel Rudas (Pontificia Universidad Javeriana, Bogotá)

Sir Gawain y el caballero verde (S.XIV): La perturbación del deseo en el amor cortés y en la representación ética/estética de la naturaleza.
Pilar Espitia (Pontificia Universidad Javeriana, Bogotá)

Dos sexos en un cuerpo; una naturaleza perfecta. El caso de Juana Aguilar, hermafrodita que confirma el binarismo de género.
Mario Henao (Stony Brook University)

Sexilio de las compatriotas: Acústicas, amistades y archivos del performance transgénero y Travesti.
Ignacio Andrés Pastén López (The City University of New York)

3.30pm Keynote Speaker Presentation. Humanities Institute Room

PJ Dipietro (Syracuse University)

5pm Conference closure

See here the full GRADCON 22 PDF brochure (Spanish, English and Portuguese)