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This dissertation focuses on the narrative fiction of three women writers from the Spanish-speaking Caribbean who have been publishing since the nineteen-nineties. The short stories and novels of Mayra Santos-Febres from Puerto Rico, Ena Lucía Portela from Cuba, and Ángela Hernández Núñez from the Dominican Republic, have been analyzed within a theoretical framework composed of Antonio Benítez Rojo and Édouard Glissant’s ideas about Caribbean cultural expression and Rosi Braidotti and Elizabeth Groz’s writings about the body in current feminist studies. In doing so this study has sought to demonstrate how contemporary Caribbean women writers employ a nomadic aesthetic that opens up a multitude of possibilities of meanings for bodies, and by extension subjects, that have traditionally been obscured by the Cartesian binary that separates the body from the mind. In spite of being culturally, sexually and racially specific bodies, the bodies that appear in the work of Santos-Febres, Portela and Hernández Núñez are in constant movement and metamorphoses. Therefore, special attention is paid to the ways in which these bodies are open to social completion making them favorable locations for negotiations of power, resistance to normative identities, and the production of new systems of knowledge that not only recognize the importance of the body but also acknowledge the value of the affects.
RESUMEN
Esta tesis trata la narrativa de tres escritoras del Caribe hispano-hablante que comenzaron a publicar a partir de los años noventa. Los cuentos y novelas de Mayra Santos-Febres de Puerto Rico, Ena Lucía Portela de Cuba, y Ángela Hernández Núñez de la República Dominicana, han sido analizados a través de un marco teórico compuesto de las ideas sobre la expresión cultural caribeña de Antonio Benítez Rojo y Édouard Glissant y los escritos sobre el cuerpo en los estudios feministas actuales de Rosi Braidotti y Elizabeth Grosz. Al hacerlo, este estudio se ha propuesto demostrar cómo las escritoras caribeñas contemporáneas emplean una estética nómade que abre las posibilidades de significado para los cuerpos y sujetos que han sido ocultados tras el binario cartesiano que separa el cuerpo de la mente. A pesar de ser cuerpos cultural, sexual y racialmente específicos, los cuerpos que aparecen en los textos de Santos-Febres, Portela y Hernández Núñez están en continuo movimiento y metamorfosis. Por lo tanto, se presta especial atención a los modos en los cuales estos cuerpos permanecen abiertos hacia la terminación social lo que los hace espacios propicios para las negociaciones de poder, la resistencia a las identidades normativas y la producción de nuevos sistemas epistemológicos que no solo reconocen la importancia del cuerpo sino que también el valor de los afectos.
This study explored the ways a safe space was coconstructed for the sharing of stories and voices and what was learned from families through their writing about who they are, what matters to them, and what they envision for their futures. To understand Somos Escritores, and the Latina adolescent girls, mothers, and fathers who participated in this space and the stories that are shared, I weave together multiple perspectives. These perspectives include Chicana feminist epistemology (Delgado Bernal, 1998), third space (Gutiérrez, 2008), Nepantla (Anzaldúa, 1997) and sociocultural theories of writing (Goncu & Gauvain, 2012; Prior, 2006). Data were drawn from the following sources: (a) postworkshop survey, (b) audio recording and transcription of workshops, (c) interviews, (d) workshop artifacts, and (e) field notes. They were analyzed using narrative methods. I found that Latina adolescent girls and their mothers and fathers are “Fighting to be Heard,” through the naming and claiming of their realities, creating positive self-definitions, writing and sharing silenced stories, the stories of socially conscious girls and of parents raising chicas fuertes [strong girls]. In addition, Somos Escritores families and facilitators coconstructed a third space through intentional practices and activities. This study has several implications for teachers and teacher educators. Specifically, I suggest creating safe space in literacy classroom for authentic sharing of stories, building a curriculum that is relevant to the lived realities of youth and that allows them to explore social injustices and inequities, and building relationships with families in the coconstruction of family involvement opportunities.
This packet includes:
2020 Bracket Common Name
2020 Bracket Latin Binomial
Pre-Tournament Research Lesson Plan (English)
Tournament Lesson Plan & Worksheets (English)
Visual Arts Lesson Plan (English)
Language Arts Lesson Plan (English)
2020 Bracket Common Name (Spanish)
Pre-Tournament Research Lesson Plan (Spanish)
Tournament Lesson Plan & Worksheets (Spanish)
This packet includes:
2021 Bracket Common Name
2021 Bracket Latin Binomial
Bracket FAQ (English)
Pre-Tournament Research Lesson Plan (English)
Tournament Lesson Plan & Worksheets (English)
Visual Arts Lesson Plan (English)
Language Arts Lesson Plan (English)
Guide for Youngest Players (English)
JUMBO Bracket for Youngest Players (English)
2021 Bracket Common Name (Spanish)
Pre-Tournament Research Lesson Plan (Spanish)
Tournament Lesson Plan & Worksheets (Spanish)
Visual Arts Lesson Plan (Spanish)
Language Arts Lesson Plan (Spanish)
JUMBO Bracket for Youngest Players (Spanish)