General Topics Issue No. 2

Cover Image: Kati Horna, S.NOB #1 cover, 1962, ink on paper. Instituto de Investigaciones Filológicas, Mexico City, Mexico

Published: 2021-04-19

The Journal of Surrealism and the Americas: Vol. 11 No. 2 (2020) - Table of Contents                  

"Agustín Cárdenas: Sculpting the 'Memory of the Future' by Susan L. Power, p. 98-119. 

"Bataillean Surrealism in Mexico: S.NOB Magazine (1962)" by David A.J. Murrieta Flores, p. 120-151.

"Mexican Carnival: Profanations in Luis Buñuel's Films Nazarín and Simón del desierto" by Lars Nowak, p. 152-177.

"Giorgio de Chirico, the First Surrealist in Mexico?" by Carlos Segoviano, p. 178-197?

"Exhibition Review: 'I Paint My Reality: Surrealism in Latin America' by Danielle M. Johnson, p. 198-204. 

The historiography of the arrival of Surrealism in Mexico has focused mainly on the personalities of André Breton, Antonin Artaud, César Moro and Wolfgang Paalen, specifically about the latter's time in Mexico and the controversy caused by the 1940 “Surrealist International Exhibition” at the Mexican Art Gallery. However, the first contacts with a painting described as surrealist—by both critics and the Mexican painters themselves—were made with the canvases of Giorgio de Chirico in the late 1920s, although by then the Italian master had distanced himself from the French movement. The connection with de Chirico was established primarily in the approach of Mexican artists who were in Europe at the beginning of the 1920s. This coincided with the movement of a return to order in the development of Mexican Muralism. Later, around 1928, a new generation of Mexican painters, who sought not to imitate Rivera's narrative work, found a source for the development of a figurative painting in de Chirico's enigmatic landscapes that would account for Mexico as a tragic country, wrapped in a fantastic, almost magical, atmosphere.

Does school participatory budgeting (SPB) increase students’ political efficacy? SPB, which is implemented in thousands of schools around the world, is a democratic process of deliberation and decision-making in which students determine how to spend a portion of the school’s budget. We examined the impact of SPB on political efficacy in one middle school in Arizona. Our participants’ (n = 28) responses on survey items designed to measure self-perceived growth in political efficacy indicated a large effect size (Cohen’s d = 1.46), suggesting that SPB is an effective approach to civic pedagogy, with promising prospects for developing students’ political efficacy.