Borderlands/La Frontera
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1) The document is an excerpt from Gloria Anzaldúa's book Borderlands/La Frontera, which deals with the cultural borderlands experienced by Chicanos and Mexican Americans living at the geographic border between the U.S. and Mexico. 2) Anzaldúa explores the history of Anglo conquest and colonization of Mexican territory in the Southwest U.S., which displaced indigenous and Mexican residents from their lands. She describes the borderlands as an open wound and the experiences of those who cross borders illegally. 3) Anzaldúa develops the concept of "mestizaje" or mixed heritage as a symbol of a new identity and consciousness for those of mult
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Chapter Goals
To understand the heroic actions of women in Latin America fighting for human rights in a period of time (1960-1980) when men and women were kidnapped, murdered, tortured, and disappeared in the hands of death squads and military dictatorships.
To contextualize Latin American women’s actions within the Cold War and the United States policy to stop the spread of communism in Latin America after the triumph of the Cuban Revolution.
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Insert here
Definition of “Desaparecidos”
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These were years of terror during which thousands of women and men were assassinated and thrown into mass graves, rivers, and oceans thus disappearing without trace. Dictators were strong, repressive, and immoral regimes supported by the United States in the context of the Cold War and aimed at crushing the political effervescent around the world and particularly in Latin America after the triumph of the Cuban Revolution.
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After the Cuban Revolution, Latin America became an important theater of the Cold War and in the context of the United States back “Operation Condor” in South America. Operation Condor was cond ...
final
This document provides a summary and analysis of Chicano culture and literature. It discusses how Chicano culture emerged along the US-Mexico border as a hybrid of Mexican and American influences. Chicanos often feel torn between these two cultures and struggle to find acceptance from either side. The development of Chicano identity and literature is influenced by experiences with prejudice and a desire to establish cultural pride and community. Two novels, Bless Me, Ultima and Chicano, explore these themes through young protagonists navigating cultural conflicts, particularly around language use. The analysis argues that Chicano culture continues to emerge and define itself through asserting its own identity separate from Anglo and Mexican influences.
Racism In Wide Sargasso Sea
This document discusses racism and gender issues in Jean Rhys's novel Wide Sargasso Sea. It begins by introducing the central characters of Antoinette and Rochester and noting their differences in race and gender. It then explores several key themes: the novel depicts Antoinette as a weak character due to her female and black identity; it examines Rochester as a new type of colonizer who colonizes Antoinette; and it analyzes the unequal power dynamics between men and women in the story. The document also provides examples of racism depicted in the novel through the treatment of black characters and interactions between white and black characters. It concludes by listing references used in the analysis.
The system today
The document discusses racial oppression that takes place around the world, where the majority race imposes its beliefs and laws on minority races. It provides examples from South Africa during apartheid, where white people dominated and oppressed black people. It also discusses the experiences of minorities in America, and how systems are designed to favor the dominant white race and oppress or punish those who do not conform.
Mexico
Mexico is the fifth largest country in total area, bordered to the north by the United States and to the south and west by the Pacific Ocean. With over 113 million people, Mexico is the most populous Spanish-speaking country in the world. The Aztec people were ethnic groups who dominated parts of central Mexico from the 14th to 16th centuries, particularly those who spoke the Nahuatl language such as the Mexica of Tenochtitlan, now Mexico City.
Elit 48 c class 36
This document summarizes a class discussion on intersections of identity and oppression using Gloria Anzaldua's work. It discusses how Anzaldua addresses postmodern identities and suggests that identities are multiple, hybrid, and constructed at cultural intersections. It provides an example of contradictions between racial and gender identities. The class discusses postmodernism and minority theory in relation to Anzaldua's ideas of blended identities and living with ambiguity rather than neat categories.
Understanding Indigenous Literature in the United States
Made specifically for high school level students to understand Indigenous culture and literature in the United States.
Elit 48 c class 36 post qhq
This document summarizes a class discussion on Gloria Anzaldua's work on intersections of identity and oppression. It discusses how Anzaldua addresses postmodern identities and the construction of multiple, hybrid identities, especially for those living in the borderlands where cultures intersect. Anzaldua suggests identities are constituted in contradictory spaces and it can be difficult to feel at home in any single group. The class discussion focuses on themes in Anzaldua's work like blended identities, living with ambiguity, and using both English and Spanish to represent her mixed experiences.
Final voices of immigration in usa
This document summarizes a workshop about voices of Latino immigrants in the USA. The workshop aims to analyze two New York Times articles on this topic to rethink metaphors and hybrid identities. It provides background on The New York Times newspaper and discusses key concepts like immigration, identity, culture, and hybridity. Participants will analyze the articles using guiding questions on topics like metaphors, elements of identity, and configurations of culture.
Final voices of immigration in usa
This document summarizes a workshop about voices of Latino immigrants in the USA based on two New York Times articles. The workshop aims to rethink metaphors and hybrid identities through these immigrant perspectives. It provides background on The New York Times as an influential American newspaper and discusses key topics like immigration statistics, challenges immigrants face, and conceptual metaphors revealed through language. Participants will analyze the newspaper articles using guiding questions and discuss how identity and immigration relate to teaching practice.
Bordering
This document provides summaries and analysis of several short stories and essays relating to Mexican and Chicano experiences:
1) It summarizes Cristina Garcia's collection "Bordering Fires" which explores themes of language, border crossings, and the Chicano experience.
2) It analyzes Gloria Anzaldua's essay "How to Tame a Wild Tongue" about maintaining Spanish language and dialects within the Mexican community.
3) It summarizes Richard Rodriguez's story "India" about racial classifications and the survival of indigenous peoples in Mexico.
4) It provides an overview of Rudolfo Anaya's story "B. Traven Is Alive and Well
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The document discusses the experiences and identities of Afrolatinos or Black Hispanics. It provides perspectives from Afrolatinos who have struggled with their racial identity when their accent did not match their appearance. It also discusses the invisibility and denial of Afro-Latino identities and populations in countries like Cuba, Argentina, and Nicaragua. Some sections debate whether racism exists in Latin American countries and compare experiences of discrimination faced by Afrolatinos to what African Americans faced historically in the U.S.
Post Colonial study of "The reluctant fundamentalist"
This document provides an overview and analysis of key concepts in the postcolonial study of Mohsin Hamid's novel "The Reluctant Fundamentalist". It discusses Changez's negotiation of a glocal identity as both Pakistani and American. It analyzes concepts like hybridity, diaspora, neo-liberalism, and East-West binaries that are explored in the novel through Changez's shifting identities and disillusionment with America after 9/11. The document examines how the novel represents a reaction from the Eastern perspective to Western imperialism and dominance.
Similar to Borderlands/La Frontera (19)
WST . Chapter # 3.rtfdTXT.rtfThe Gendering of Human Rights.docx
WST . Chapter # 3.rtfdTXT.rtfThe Gendering of Human Rights.docx
Understanding Indigenous Literature in the United States
Understanding Indigenous Literature in the United States
Post Colonial study of "The reluctant fundamentalist"
Post Colonial study of "The reluctant fundamentalist"
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Borderlands/La Frontera
- 1. Borderlands/La frontera The New Mestiza (1987) by Gloria Anzaldúa
- 2. Borderlands/La frontera Which are the borderlands this book deals with?
- 3. “The Homeland, Aztlán” 1,950 mile-long open wound (2) This is my home this thin edge of barbwire. (3)
- 4. “The Homeland, Aztlán” This land was Mexican once, was Indian always and is. And will be again. (3)
- 5. “The Homeland, Aztlán” “El otro México” por Los Tigres del Norte http://www.youtube.com/watch?v=_x0N6Ki58Jg
- 6. “The Homeland, Aztlán” “El destierro/The Lost Land” The History of the Southwest: Anglo migration into Texas in the 1800s The Battle of the Alamo The Republic of Texas (1836) The Mexican-American war The Treaty of Guadalupe-Hidalgo (1848)
- 7. “The Homeland, Aztlán” “The Gringo, locked into the fiction of white superiority, seized complete political power, stripping Indians and Mexicans of their land while their feet were still rooted in it.” (7) “My grandmother lost all her cattle, they stole her land.” (8)
- 8. “The Homeland, Aztlán” “El cruzar del mojado/Illegal crossing” “Today we are witnessing la migración de los pueblos mexicanos, the return odyssey to the historical/mythological Aztlán.” (11) http://www.borderfilmproject.com/en/
- 9. “Movimientos de rebeldía y las culturas que traicionan” What is Gloria Anzaldúa’s rebellion against?
- 10. “Movimientos de rebeldía y las culturas que traicionan” The choice for women of color is to “feel victim where someone else is in control and therefore responsible and to blame […], or to feel strong, and, for the most part, in control” (21).
- 11. “Movimientos de rebeldía y las culturas que traicionan” “Not me sold out my people but they me. (21, 22)”.
- 12. “How to Tame a Wild Tongue” Which connections does Anzaldúa establish between language, identity and oppression?
- 13. “How to Tame a Wild Tongue” “Racially, culturally and linguistically somos huérfanos—we speak an orphan tongue.” (58)
- 14. “How to Tame a Wild Tongue” The languages of the Mexican- American border: Standard English Working class and slang English Standard Spanish Standard Mexican Spanish North Mexican Spanish dialect Chicano Spanish Tex-Mex Pachuco
- 15. “How to Tame a Wild Tongue” What is the impact of popular culture and literature on identity? http://www.youtube.com/watch?v=Zg9MOB71tWY
- 16. “La conciencia de la mestiza/Towards a New Consciousness” How is “mestizaje” defined? What is the path and the challenge for the new mestiza? Which images are used by Anzaldúa to describe the new mestiza? What is her explanation of Mexican machismo?