Decolonial Approaches to Latin American Literatures and by Juan G. Ramos, Tara Daly

By Juan G. Ramos, Tara Daly

Decolonial ways to Latin American Literatures and Cultures engages and problematizes strategies resembling “decolonial” and “coloniality” to query methodologies in literary and cultural scholarship. whereas the 11 contributions produce assorted methods to literary and cultural texts starting from Pre-Columbian to modern works, there's a collective wondering of the very inspiration of “Latin America,” what “Latin American” comprises or leaves out, and a number of the practices and destinations constituting Latinamericanism. This transdisciplinary learn goals to open an evolving corpus of decolonial scholarship, delivering a different access element into the literature and fabric tradition made from precolonial to modern occasions.

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Extra resources for Decolonial Approaches to Latin American Literatures and Cultures

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It is a foray into a dialogue that we want to continue with the diverse scholars, activists, writers, thinkers, doers, and practitioners, who have contributed to Latin American literatures and cultures, and particularly the new generation of graduate students working on these topics. Many of the concepts that have been undertaken in this volume could be turned into books of their own. The topic of the coloniality of gender and sexuality warrants much more emphasis in the volume, as do geographic areas like the Caribbean and Brazil, and countless other indigenous and afrodescendant groups.

Because of their growth during and after the Cold War, “Spanish” departments have come to constitute a first level of dissemination of the findings of the disciplines that study, and that by necessity constitute, the object known as Latin America. The field of study did not start with departments of Latin American studies in which instruction would have been in English and which might have privileged history or anthropology as the core fields of study. Instead, departments of “Spanish” begin anchored and tethered to language acquisition missions and models of study that serve students for whom the language in which the acquisition of knowledge takes place is a second language over which they have differing levels of mastery.

The coloniality of power is the prism that informs the idea that the generalized practice of the language in Spain remains the norm in relation to which all innovation and change are a variation subject to scrutiny before inclusion. The fact that some of the practices in place in Spanish America are viewed as “dialects,” speaks not only of the old but still operative conception of the purity of the language but also about the old hierarchy which the coloniality of power makes evident and which Borges ridicules when he writes that Américo Castro, like Plinio, should be wary of creating false problems to which false solutions are necessary.

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