Ritual Structures In Chicana Fiction

This book argues for the necessary and further examination of the sacred as it is ritualized within Chicana fiction. It suggests that religious, spiritual, linguistic and political symbolisms reveal rites that structure narrative performances of coping with and healing from trauma. Helane Androne examines these rites of spirit, service, and story as they occur in Ana Castillo’s So Far From God, Denise Chávez’s Face of An Angel, and Sandra Cisneros’ Caramelo. Beginning with the implications of Gloria Anzaldúa’s spiritual vision of Chicana identity alongside structural principles of ritual criticism, this study extends the discourse about the impact of the sacred in Chicana fiction. an>

This book argues for the necessary and further examination of the sacred as it is ritualized within Chicana fiction. It suggests that religious, spiritual, linguistic and political symbolisms reveal rites that structure narrative performances of coping with and healing from trauma. Helane Androne examines these rites of spirit, service, and story as they occur in Ana Castillo’s So Far From God, Denise Chávez’s Face of An Angel, and Sandra Cisneros’ Caramelo. Beginning with the implications of Gloria Anzaldúa’s spiritual vision of Chicana identity alongside structural principles of ritual criticism, this study extends the discourse about the impact of the sacred in Chicana fiction. an>

Sixteen Teachers Teaching is a warmly personal, full-access tour into the classrooms and teaching practices of sixteen distinguished two-year college English professors. Approximately half of all basic writing and first-year composition classes are now taught at two-year colleges, so the perspectives of English faculty who teach at these institutions are particularly valuable for our profession. This book shows us how a group of acclaimed teachers put together their classes, design reading and writing assignments, and theorize their work as writing instructors. All of these teachers have spent their careers teaching multiple sections of writing classes each semester or term, so this book presents readers with an impressive—and perhaps unprecedented—abundance of pedagogical expertise, teaching knowledge, and classroom experience. Sixteen Teachers Teaching is a book filled with joyfulness, wisdom, and pragmatic advice. It has been designed to be a source of inspiration for high school and college English teachers as they go about their daily work in the classroom. Contributors: Peter Adams, Jeff Andelora, Helane Adams Androne, Taiyon J. Coleman, Renee DeLong, Kathleen Sheerin DeVore, Jamey Gallagher, Shannon Gibney, Joanne Baird Giordano, Brett Griffiths, Holly Hassel, Darin Jensen, Jeff Klausman, Michael C. Kuhne, Hope Parisi, and Howard Tinberg

This book explores the intersections of sexualized, gendered, and racialized traumas in five US novels about father-daughter incest from the 1990s. It examines how incest can be connected to wider past and present structural oppression and institutional abuse, and what fiction looks like that testifies against and references a historical background of slavery, poverty, settler colonialism, annexation, and immigration. Investigating the means of resistance used against attempts at silencing and denial in these texts, the book also shows how contemporary women’s novels can propose social change. Overall, this study uniquely argues that the individual trauma of incest in these texts must be understood in relation to histories of and present collective wounding against marginalized communities. By sitting at the intersections between trauma theory and US third world feminism, it allows for theory to meet literary activism.

In this new study, Ylce Irizarry moves beyond literature that prioritizes assimilation to examine how contemporary fiction depicts being Cuban, Dominican, Mexican, or Puerto Rican within Chicana/o and Latina/o America. Irizarry establishes four dominant categories of narrative--loss, reclamation, fracture, and new memory--that address immigration, gender and sexuality, cultural nationalisms, and neocolonialism. As she shows, narrative concerns have moved away from the weathered notions of arrival and assimilation. Contemporary Chicana/o and Latina/o literatures instead tell stories that have little, if anything, to do with integration into the Anglo-American world. The result is the creation of new memory. This reformulation of cultural membership unmasks the neocolonial story and charts the conscious engagement of cultural memory. It outlines the ways contemporary Chicana/o and Latina/o communities create belonging and memory of their ethnic origins. An engaging contribution to an important literary tradition, Chicana/o and Latina/o Fiction privileges the stories Chicanas/os and Latinas/os remember about themselves rather than the stories of those subjugating them.

Border Matters locates the study of Chicano culture in a broad social context. José Saldívar examines issues of representation and expression in a diverse, exciting assortment of texts—corridos, novels, poems, short stories, punk and hip-hop music, ethnography, paintings, performance, art, and essays. Saldívar provides a sophisticated model for a new kind of U.S. cultural studies, one that challenges the homogeneity of U.S. nationalism and popular culture by foregrounding the contemporary experiences and historical circumstances facing Chicanos and Chicanas. This intellectually adventurous, politically engaged study applies borderlands and diaspora theory to Chicano cultural practices in a way that permanently changes our understanding of both the Chicano experience and the meaning of cultural theory. Defying national (and nationalistic) paradigms of culture, Saldívar argues that the culture of the borderlands is trans-national, constituting a social space in which new relations, hybrid cultures, and multi-voiced aesthetics are negotiated. Saldívar's critical readings treat culture as a social force and reveal the presence of social contexts within cultural texts. Border Matters maps out a new terrain for the study of culture, reshaping the way we understand migration, national identity, and intellectual inquiry itself.

Revista de Estudios Ingleses es un anuario dirigido y gestionado por miembros del Departamento de Filología Inglesa y Alemana de la Universidad de Almería con el propósito de ofrecer un foro de intercambio de producción científica en campos del conocimiento tan diversos como la lengua inglesa, literatura en lengua inglesa, didáctica del inglés, traducción, inglés para fines específicos y otros igualmente vinculados a los estudios ingleses.