Spanish and Portuguese Language and Literature Commons^™

Infancias Imaginadas: Creciendo En España En El Siglo Xx Con Elena Fortún Y Miguel Delibes, Maria Del Carmen Toro Gonzalez-Green

Arts & Sciences Electronic Theses and Dissertations

From the 1920s to the 1990s, a large number of works featuring children as main characters were produced and published in Spain. Children live in constant confrontation between what they are and what is expected of them: because of this, in a new literary paradigm, childhood became a symbol for the confrontations, tensions, and contradictions that characterize 20th century Spain. Also, the preponderant temporal dimension for these children characters is the present, which is a significant choice in a historical period in constant tension between letting go of the past and clinging to it. This project explores how different imagined …

Redactándome A Mi Misma: Writing Place, Process, And Identity Across Two Languages, Jenna Ziegelmayer

Senior Honors Projects

Emily Dickinson once wrote a poem titled “Tell all the truth but tell it slant,” where she advises writers to do just that. One should tell the truth about their experiences, but tell it through their own unique perspective in order to make it “dazzle” on the page. My slant? Una segunda lengua.

As a student of Spanish, learning a different language has impacted the way that I see the world and my place in it. Studying abroad taught me about the language and culture of Spain, but it also taught me a lot about myself, my own native language, …

Science Fiction In The Spanish University: The Boundaries That Need To Be Broken, Sara Martín

Alambique. Revista académica de ciencia ficción y fantasía / Jornal acadêmico de ficção científica e fantasía

The aim of this article is to trace what Rosi Braidotti calls an ‘accurate cartography’ as regards the limited space that science-fiction occupies in the Spanish university. SF has not yet overcome in Spain what Brian Baker has called its ‘crisis of legitimation’. Teaching this genre and doing research on it is, hence, still conditioned within our national borders by boundaries broken in the Anglo-American university many decades ago. Here I examine these boundaries, paying special attention to the institutional limitations preventing scholars from introducing innovations in teaching and research. Another main barrier, as I argue here, is the lack …