Hispania

Reviewed by: A Laboratory of Her Own: Women and Science in Spanish Culture ed. by Victoria L. Katz, Dawn Smith-Sherwood, and Debra Frazer-McMahon Joan Hoffman Katz, Victoria L., Dawn Smith-Sherwood, and Debra Frazer-McMahon, editors. A Laboratory of Her Own: Women and Science in Spanish Culture. Vanderbilt UP, 2021. Pp. 398. ISBN 9780826501288. Certain adjectives come immediately to mind with regard to A Laboratory of Her Own: Women and Science in Spanish Culture: novel, diverse, and expansive. By investigating the intersection of the various elements of the STE(A)M fields (science, technology, engineering, the arts, and mathematics) and their female practitioners in a Spanish context, the editors and contributors offer a volume the likes of which have not been seen in Iberian literary analysis until now. As Roberta Johnson indicates in her forward: "The volume provides a nearly panoramic view of [End Page 688] Spanish women's engagement with science" and "[this] approach via literature to Spanish women's participation in scientific endeavor is a unique feature of the volume" (xiii). Indeed, the articles included forge thought-provoking bonds in areas humanities professors and critics of literature may never have considered. As the editors point out in their introduction, "The Story of Women and Stem in Spanish Culture," here, "scientific themes and issues are analyzed within diverse forms of cultural production, including narrative, painting, poetry, photography, medical texts, translation, newswriting, film" (12). Taking a thematic approach, the volume is divided into three sections, comprising fourteen articles in total, all accompanied by myriad explanatory notes and extensive bibliographies. Part I ("On Role Models: Female Scientists and Spanish Letters") includes examinations of real women working in science that link these scientists to other manifestations of cultural production: an investigation of female scientists in post-Franco Spain as seen through the lens of Carmen Martín Gaite's chicas raras; an investigation of the work and writings of Elena Arnedo Soriano (1941–2015), Spanish gynecologist and champion of reproductive rights; a discussion of Rosa Montero's homage to Marie Curie, La ridícula idea de no volver a verte; an examination of Rosario de Acuña's advocacy of public health; and an interview with scientist and author María Jesús Santesmases. Part II ("On STE(A)M: Integrating Scientific Inquiry into the Cultural Realm") deals with Spanish women writers and artists who incorporate science into their works and includes examinations of the poetry of Clara Janés; the paintings of Remedios Varo; the translations of Carmen de Burgos; Mercedes Ballesteros's 1940 novel, María Elena, ingeniero de caminos; and further works highlighting women and science by Rosa Montero. Part III ("On Gender: Using STEM to Critique Gendered Roles") focuses on ways in which science-based cultural production can challenge traditional gender norms. Included here are discussions of the science fiction of authors Elia Barceló and Gabriela Bustelo, Marina Mayoral's short story "Admirados colegas," the photographic representation of the African female elite (Fernandinas) on the island of Fernando Poo during Spain's colonization of present-day Equatorial Guinea, and Spanish offerings in the area of science fiction film. In the acknowledgements to this volume, the editors borrow terminology from Montserrat Roig's essay "On Interdisciplinarity" to underscore their own purposes: "This project is an attempt to bridge the divides defining the 'borderlands of disciplines' such that future women, from all parts of the world, will feel less alien, less outsider, less divided, and will dare to speak" (x). To that end, these articles remind us that female scientists have long existed in Spain, even if "hidden from view" (xiii) and even though science was long-considered a domain of the Devil in Catholic Spain (72). To that end, as well, this volume demands that we defy the traditional borderlands of disciplines to see those hidden women within the same field of vision as we see some of the diverse and wide-ranging topics examined in this volume: the Institución Libre de Enseñanza; El gran libro de la mujer; Marie Curie; Spanish science fiction as a challenge de Francoism; eugenics in Spain; matter and antimatter; Stephen Hawking; metaphysics; male birth control; Albert Einstein and the...

Joan Hoffman

A Laboratory of Her Own: Women and Science in Spanish Culture ed. by Victoria L. Katz, Dawn Smith-Sherwood, and Debra Frazer-McMahon (review)

她自己的实验室：西班牙文化中的女性与科学，维多利亚·L·卡茨、道恩·史密斯-舍伍德和黛布拉·弗雷泽-麦克马洪 编（书评）

Reviewed by: Empire Found: Racial Identities and Coloniality in 21st-Century Portuguese Popular Cultures by Daniel F. Silva Grant Moss Silva, Daniel F. Empire Found: Racial Identities and Coloniality in 21st-Century Portuguese Popular Cultures. Liverpool UP, 2022. Pp. 215. ISBN 978-1-802-07059-0. In Empire Found: Racial Identities and Coloniality in 21st-Century Portuguese Popular Cultures, Daniel F. Silva contends that contemporary cultural manifestations in Portugal continue to sustain the racial hierarchy that developed during the Portuguese empire despite supposed racial unity. Empire Found argues that Portuguese society still validates an undercurrent of systemic racial exclusions despite widespread perceptions of an affable, less-oppressive colonialization in the Portuguese-speaking world. The book scrutinizes claims of idealistic coloniality, racial democracy, and theoretical Portuguese exceptionality (also called Luso-tropicalism by twentieth-century Brazilian sociologist, Gilberto Freyre). For that end, Silva organizes his text into five main chapters to extract vestiges of racial identity and discrimination through intellectual/historical narratives, detective novels, football (soccer), celebrity culture, and music. Chapter one, "Portuguese Whiteness and Racial Ambiguity in Intellectual Thought during Empire," will attract readers who have interest in how racial hierarchy developed in Portugal. Silva's cultural extraction develops through two strands: 1) the complexities of racial ambiguity in Portugal, and 2) a sweep of Portuguese history from 1200–2000. The narrative points out that Portuguese intellectuals considered their views to be exceptional because of their supposed racial plasticity or flexibility which contrasted with the rest of Europe. The chapter's argument proposes that since the Portuguese were not considered white enough by other northern Europeans, they themselves immortalized a view that they were in a hybrid interspace, what Silva refers to as racial and cultural fluidity (50). The underlying argument is that such fluidity or flexibility was only available to white(r) Portuguese and therefore perpetuated racial capitalism. The second chapter, "Post-Imperial Orientalism and Portuguese Claims to Late Capitalist Whiteness in José Rodrigues dos Santos's Mystery Thrillers," strives to show how as a contemporary author, Santos can lay claim to that hypothetical hybrid interspace. At the same time, Silva contends that Santos's Portuguese protagonist, Tomás Noronha, embodies Portuguese desire to 1) align itself with white(r) Europe and North America and 2) distance itself from the Arab (particularly Muslim) world. Some readers might argue that studying one author cannot prove systemic racial capitalist whiteness in Portugal. However, the chapter's exclusive focus on Santos can inspire other research on contemporary Portuguese authors who may also contribute to that imaginary intermediary space. Empire Found then forwards a more nuanced idea of racial capitalism within Portugal's borders in chapter three. Beginning with Anti-Black sentiments in football (soccer), the text questions notions of discrimination not just towards Africans or Portuguese citizens with African ancestry, but also towards citizens of Romani descent. Interpolations about how television programs negatively represent Romani culture or about how educational policy maintains racial norms remind readers that these intersections cannot be isolated easily. Silva suggests that if players from marginalized groups (such as Ricardo Quaresma who identifies as Romani) are successful on the pitch then fans often forget that such players form part of a specific group; the public recognizes them as legitimate Portuguese citizens. When players from certain groups are not successful, however, they are demonized as if they represent the entire marginalized group: they are a collection of failures. Such false dichotomies do not end with football. [End Page 696] In fact, in chapter four, "Color Games: Anti-Blackness, Racial Plasticity, and Celebrity Culture," readers may wonder what cookies called mulatas or Portuguese traditional music called fado have to do with today's celebrity culture. This chapter's line of reasoning is that such cultural references exemplify how white(r) celebrities can adopt certain identities and adapt them when they act in public spheres, whereas Black celebrities cannot. The aim of the chapter centers on how racial fluidity has benefitted a couple of white(r) celebrities, Sofia Ribeiro and Raquel Tavares. When they sing traditional fado songs or participate in particular roles, they can take advantage of their whiter skin. When they travel to Africa or create samba music, they can...

Grant Moss

Empire Found: Racial Identities and Coloniality in 21st-Century Portuguese Popular Cultures by Daniel F. Silva (review)

帝国发现：21世纪葡萄牙流行文化中的种族身份与殖民性——丹尼尔·F·席尔瓦（书评）

Reviewed by: Vicenta Maturana, novelista: Teodoro o el huérfano agradecido y Sofía y Enrique by Vicenta Maturana Luis Álvarez-Castro Maturana, Vicenta. Vicenta Maturana, novelista: Teodoro o el huérfano agradecido y Sofía y Enrique. Editado por Ana Rueda, Universitas Castellae y Asociación de Hispanistas "Siglo diecinueve", 2021. Pp. 244. ISBN 978-84-122950-5-4. La presente edición crítica, tercera entrega de la "Biblioteca decimonónica" publicada por Universitas Castellae y la Asociación de Hispanistas "Siglo diecinueve", rescata dos novelas de una de las muchas escritoras olvidadas de la literatura española. Tal como se explica en la introducción preparada por Ana Rueda (que ocupa las páginas 7 a 65 del volumen), el único ejemplar conocido de Teodoro o el huérfano agradecido (1825) se conserva en la Biblioteca Nacional de Francia, y aunque una copia digital de Sofía y Enrique (1829) estaba disponible en Google Books, dicha obra carecía hasta el momento de la contextualización histórica y el análisis literario que esta edición aporta. En su estudio biográfico sobre Vicenta Maturana (Cádiz, 1783–Alcalá de Henares, 1859), poeta, novelista y traductora de poesía francesa que gozó de un notable prestigio en su época, la profesora Rueda reconstruye un linaje carlista del que no se tenía noticia. Tanto su padre como su marido y su hijo José formaron parte de las filas carlistas, mientras que la propia Maturana hizo gala de la misma ideología en composiciones como el Himno a la luna (1838), circunstancias que motivaron sus exilios en Portugal y Francia. Por otro lado, a través de sus investigaciones en el Palacio Real de Madrid, Rueda ha manejado cartas inéditas que reconstruyen el papel de Maturana como camarista de dos reinas consortes de Fernando VII (María Isabel de Braganza y Borbón y, tras su muerte, María Josefa Amalia de Sajonia), además de sus peticiones para que le pagasen lo que le debían a raíz de su salida de España. Otra aportación significativa de este estudio a la biografía de Maturana es la localización de su tumba en Alcalá de Henares, cuya fotografía se incluye en el volumen (junto al retrato de la autora, las portadas de sus novelas, y dos ilustraciones pertenecientes a la segunda de ellas). La introducción brinda asimismo un estudio sobre las dos novelas de Maturana y su lugar en la narrativa española del primer tercio del siglo XIX, una época en la que tendencias neoclásicas y románticas competían en busca de una literatura nacional, al mismo tiempo que la propia nación creaba una nueva identidad política mediante el conflicto entre liberalismo y absolutismo que había resultado de la invasión napoleónica. Las obras de Maturana se insertan en el auge que tuvo lugar en aquellos años de una literatura de la sensibilidad, la cual "se caracteriza por sus valores morales y que celebra el concepto emocional e intelectual del sentimiento y la sensibilidad frente al racionalismo" (26). Tales rasgos, coincidentes con los prejuicios de época sobre las habilidades literarias de la mujer, permitieron que numerosas escritoras españolas cultivaran el género novelesco sentimental, si bien esto no ocurrió hasta la década de 1830, lo que convierte a Maturana en una pionera. No pionero, más sí destacable, es el cariz proto-feminista [End Page 708] que Maturana imprime a sus prólogos y a sus personajes femeninos, sobre todo en lo relativo al derecho de la mujer a la educación. La novela Teodoro o el huérfano agradecido (1825), que se consideraba desaparecida hasta que la profesora Rueda localizó un ejemplar en la Biblioteca Nacional de Francia, entronca con una larga tradición de huérfanos literarios en la narrativa francesa e inglesa del siglo XVIII y comienzos del XIX. A través de la figura protagonista del huérfano que supera múltiples dificultades mediante su propio esfuerzo al tiempo que despliega bondad entre los demás, Maturana critica la institución familiar con argumentos que reflejan...

Luis Álvarez-Castro

Vicenta Maturana, novelista: Teodoro o el huérfano agradecido y Sofía y Enrique by Vicenta Maturana (review)

维森塔·马图拉纳，小说家：《特奥多罗或感恩的孤儿》与《索菲亚与恩里克》（维森塔·马图拉纳著）（书评）

A Postcards Approach to Addressing Culture Joseph R. Weyers Postcards in the L2 Classroom Postcards beg to be explained. There is a story behind each vista that sheds light on the history and culture of the people and places we highlight in class. Once unraveled, the postcard's story deepens our students' connection with a place or tradition, giving life to history through tales of travel. With postcards, addressing culture in the L2 classroom follows an "if-these-walls-could-talk" design by telling the story of what "those walls" might say. A postcards approach is shown to enrich our students' cultural understanding. In many cases, it enhances their desire to experience the target culture on their own. Postcards have two important qualities that make them ideal for the L2 classroom. First, postcards are authentic materials—that is, cultural products—whose use in our language classrooms has long been lauded (ACTFL 2023c). Second, postcards are artifacts of travel, an area I believe is regularly underrated in our academic pursuit of presenting cultural information. Certainly, all language instructors coincide in our desire that our students use their language skills beyond our classroom. While some of our students may use their skills in a future professional domain, it is most likely that many more will do so while traveling. Teaching our students to be informed, aware travelers should play a role in our classes. Cultural lessons become more evocative when we share our travel experiences, inspire wonder among our students, and encourage them to explore the world. Postcards have that potential. Postcards can be integrated into specific lessons; they can illustrate a given cultural topic; indeed, they can serve as the backbone of a class dedicated to culture and history, as I outline here. This article has two objectives: (1) to describe the postcards approach that guides my courses on Mexican culture; and (2) to offer additional considerations on integrating postcards into class activities, cultural capsules, and the like. Postcard Pedagogy The collection and use of postcards in class aligns with the National Standards for Foreign Language Education (ACTFL 2022) that encourage language instructors to explore Products (what?), Practices (how?), and Perspectives (why?) of the target culture. My collection of postcards represents an assortment of cultural products. The postcards were made and acquired in the target culture. Moreover, they depict tangible (e.g., museums, plazas, churches) and intangible (e.g., gastronomy, music, dance) cultural products. The way those products are used to introduce each class's topic can readily overlap with practices (e.g., traditions, rites, behaviors). The art of storytelling—at which language teachers tend to excel—leads us to cultural perspectives, that is, a description of the values and beliefs behind products and practices. That is, the "picture perfect" postcards serve as the gateway to cultural topics of substance, not the endpoint. For example, I use two postcards that emphasize traditional Mexican gastronomy to speak generally about its ingredients and techniques and specifically about the importance of corn in [End Page 43] Mexican culture. Corn (product) is used regularly as an ingredient (practice) in Mexican dishes: in masas for tamales or sopes, or for corn tortillas, which are central to most meals. Why corn? One answer is found by digging back in time to the Popol Vuh, the Mayan book of creation. The Popul Vuh tells us that when the gods created humanity, they did so from corn. If we follow the Popol Vuh, we conclude that corn is the essential element of humankind. Ingesting corn can be equated to ingesting humanity. Indeed, this concept is not dissimilar to the rationale behind communion practices we find in religious rites. Thus, from two postcards, we describe the product and its practices, and unravel the story to arrive at an explanation (perspective) of the significance of corn. Postcards from Mexico When the opportunity to design an interdisciplinary seminar on Mexican culture for our Honors College arose, I chose to capitalize on my postcard collection as the basis for the topics I intended to cover. Construction of the syllabus led to the decision that each class would revolve around 1–3 postcards, which would introduce the day's topic as well as serve...

Joseph R. Weyers

A Postcards Approach to Addressing Culture

一种明信片式的文化应对方法

Abstract: This study investigates the efforts towards promoting the decolonial teaching of Portuguese as a foreign language in instructional materials adopted in early Portuguese courses at higher education institutions in the United States. A framework for qualitative analysis of course materials, textbooks, and syllabi was designed based on Zavala's (2016) model for decolonial education and Rodríguez's (2015) studies on deep and surface culture. Eleven Portuguese undergraduate language programs in the United States submitted materials for consideration. Seven of these programs use the same textbook, which splits its linguistic and cultural instruction between Brazil and Portugal, and often presents limited views of other Portuguese-speaking countries. Two programs replace Portugal for Brazil as the core linguistic and cultural content of their course, which may suggest a shift away from colonialism, but towards economic power. The remaining materials adopted by two programs, however, promote the pluricentricity of Portuguese and delve into issues beyond surface-level celebrations of culture or the dissemination of factual information about minority Portuguesespeaking countries. Their materials expose the power imbalances between all Portuguese-speaking countries and give learners the opportunity to hear from the subalterns. Findings show a shortage of Portuguese-oriented materials as well as resources for decolonial language teaching. To help address this shortage, intervention ideas for educators planning to promote decolonial thinking in the Portuguese classroom are proposed.

Jean Costa-Silva

Neither Portugal nor Brazil: An Investigation of the Decolonial Efforts in Instructional Materials Adopted in Early Portuguese Courses at US Universities

既非葡萄牙也非巴西：对美国大学早期葡萄牙语课程所采用教材中去殖民化努力的调查

Abstract: My essay looks at how diasporic, racialized, and sexually-and gender dissident voices that collaborated with Colectivo Ayllu in their first year of residency at CRA Matadero Madrid (2017–18) approach antiracist activism from a decolonial feminist perspective that analyzes gender and sexuality in relation to race and coloniality. I analyze Devuélvannos el oro: Cosmovisiones perversas y acciones anticoloniales , a compilation of visual, poetic, and essayistic pieces curated by Ayllu that emerge from experiential and political reflections, as well as anticolonial actions developed during the group's residency. I read Ayllu's emancipatory thinking first within a view of decolonial epistemology that enacts situated notions of knowledge, beauty, and truth outside Eurocentric frameworks. I also bring to light a concurrent understanding of decolonized epistemology that permeates Devuélvannos 's project and allows for making normative truth claims about systems of inequality and human flourishing. I discuss the consequences of both (compatible) notions of decolonial epistemology in Ayllu's formulation of antiracism activism. My essay bridges critical lenses from postpositivist realist theories of identity, women of color feminism and decolonial feminism to the study of emotions as embodied forms of knowledge that may offer "clarity" and insight into how ideologies and structures of power operate in a society.

Carmen Sanjuán Pastor

Antiracist Anger as Social and Moral Inquiry in Colectivo Ayllu's Devuélvannos el oro: Cosmovisiones perversas y acciones anticoloniales (2018)

反种族主义愤怒作为社会与道德探究：Colectivo Ayllu的《归还我们的黄金：扭曲的宇宙观与反殖民行动》（2018）

Abstract: This article considers twenty-first-century Mozambican works of fiction that contest the foundational status of nineteenth-century Gazan emperor Ngungunyane (circa 1850–1906) to Mozambique's postcolonial nationalism as a symbolic representation of ongoing imperial patriarchy. A century after Ngungunyane's defeat by the Portuguese, Ungulani Ba Ka Khosa published Ualalapi , widely read as a devastating critique of Mozambique's FRELIMO party's postcolonial politics as a continuation of Ngungunyane's bloody reign. A series of subsequent works respond to Ualalapi 's critique: Mia Couto's As areias do imperador trilogy, Khosa's As mulheres do imperador , and Paulina Chiziane's As andorinhas . These works deploy female protagonists and narrative experimentation to respond to Ngungunyane's famous final speech in Ualalapi . I argue that each of the contemporary works break the speech's imperial logic in different ways. Khosa, Couto, and Chiziane show that an excess of empire pervades contemporary rewritings of this history. These works draw on female voices and a constellation of anti-imperial communities of Black women—what philosopher María Lugones has theorized as a coalition and through Michelle M. Wright has analyzed through the dialogic—to break colonial-postcolonial continuities of power and imagine different futures in their wake.

Lanie Millar

Gender and Empire in Mozambican Fictions of Ngungunyane

莫桑比克恩古尼扬尼小说中的性别与帝国

Mexico's Afrodescendientes:A Multimedia Unit for Intermediate Spanish Learners Laura Graebner Shepin ACTFL's World-Readiness Standards for Learning Languages (2015) and the NCSSFLACTFL Can-Do Statements (2017) clearly define the expectation that all students, regardless of their language proficiency, have the opportunity to learn about, evaluate, compare, and make connections to the target culture. However, to develop a truly global perspective, students at every level of instruction must have the opportunity to engage with diverse cultures (not just the dominant one) and to examine culture through the lens of social justice (Randolph and Johnson 2017; Hines-Gaither and Accilien 2023). Nevertheless, persistent anti-Blackness in the profession has resulted in a very limited body of instructional materials that encourage language students to meaningfully explore the diversity of Afro-Hispanic culture (Alley 1994; Kennedy 1987; Padilla and Vana 2022; Villegas Rogers 2006). Such classroom materials are critical to the inclusion and retention of Black students (Anya 2022; Clark 1982; Kennedy 1987; Davis 1986; Davis and Markham 1991; Villegas Rogers 2006) and facilitate all students' appreciation of the complexity and richness of Hispanic culture (Abreu 2016; Alley 1994; Davis 1986; Jackson 1978; Kennedy 1987; Villegas Rogers 2006). Additionally, course materials that thoughtfully include diverse cultures improve students' awareness of racism; according to Alley (1994), "providing information about Afro-Hispanic culture enables all students to make comparisons and contrasts with their own culture and to deepen their understanding of issues of diversity and tolerance" (4). However, simply creating curricular visibility is not enough. Teachers must also examine how their own instructional practices, and their failure to explicitly address racism in the classroom, continue to reinforce anti-Blackness (Anya 2021). When constructing and teaching a diverse curriculum, Hines-Gaither and Accilien (2023) argue that, in addition to the ACTFL standards, educators should use a second, complementary set of standards, The Six Dimensions of Antiracism in World Languages (16). The unit presented in this article, therefore, not only reflects ACFTL's learning standards but also takes into consideration the "Systemic/Structural/Historical" standard that Hines-Gaither and Accilien define. This states, in part, that language learners and/or educators will "address how race, ethnicity, racism, antiracism, colorism, and other forms of oppression operate on systemic, structural, and historical levels" and "examine the historical roots and contemporary manifestations of racial prejudice and discrimination" (20). Because the Intermediate-Mid students targeted for this unit likely have little, if any, knowledge about Afro-Mexicans, it is important to provide them with the appropriate informational foundation. Students are first asked questions about race (¿Para qué sirve el concepto de "raza"? ¿Por qué identificamos a las personas por su raza? ¿Qué son ejemplos del racismo?); these questions then lead to a conversation about current expressions of racism within the students' own country. Once students' prior knowledge is activated, the teacher can shift to create an explicit focus on the many ways racism is expressed toward afrodescendientes. Students begin this unit by reading an article entitled "Los afromexicanos, invisibilizados por 200 años, demandan ser [End Page 217] tomados en cuenta." This article touches upon the many social, political, and economic issues that negatively and disproportionately impact Afro-Mexicans (Sanders 2020). While reading, students are asked to circle the geographic areas mentioned in the article on a map of Mexico; this not only acquaints them with Mexican geography but also focuses their attention on specific regions that will be referenced in later activities. Following the reading, students complete questions that check for comprehension. To supplement this activity, students watch the video "Somos afromexicanos." Students then complete a chart asking them to identify and sort many of the issues highlighted in the article and the video. This chart is a valuable scaffolding activity for a number of reasons: it promotes active reading and viewing, it requires students to assess the chart's summarized statements and ensures their understanding of key concepts, it focuses students' attention on ideas they may not intuitively recognize as expressions of racism, and it helps students to identify recurring themes that appear in cultural products and practices throughout the unit. ¿Qué información encontraste en las dos fuentes: el artículo de Nadia Sanders y el...

Laura Graebner Shepin

Mexico's Afrodescendientes : A Multimedia Unit for Intermediate Spanish Learners

墨西哥的非裔后裔：面向中级西班牙语学习者的多媒体单元

Abstract: This article explores the representation of social leader Felicita Campos in a comic book created by members of her community and a team led by sociologist Orlando Fals Borda and painter Ulianov Chalarka in the early 1970s. The comic portrays Campos, a female Afro-Colombian peasant, fighting for recognition of her community's land ownership rights during the 1920s amidst intense repression and violence. Through critical analysis of visual narratives, historical research, and literary criticism, this article highlights the significance of "Felicita Campos: La mujer campesina en lucha por la tierra" as a mnemonic device for remembering and learning from past struggles against land theft and injustice. It also examines her representation as a female protagonist in relation to the natural and non-human world, comparing it to other female roles and representations in Colombian and Latin American comics. The article emphasizes the importance of amplifying the voices of marginalized communities and promoting social justice through visual media like comics. Overall, this article contributes to the scholarship on Afro-Latin American studies, comics studies, and oral and literary traditions, underscoring the importance of "Felicita Campos: La mujer campesina en lucha por la tierra" as a tool for etnoeducación and generating dialogue and participation among marginalized communities.

Felipe Gómez

Centering Afro-Colombian Lideresa Felicita Campos: Counter-narrative Comics against Land Grabs

聚焦哥伦比亚非裔女性领袖费利西塔·坎波斯：对抗土地掠夺的反叙事漫画

Abstract: This essay posits that an institution's program design mandates the curriculum for the classes we teach and that curriculum affects the concept of "canonical" literature, teacher preparation, textbook content, and comfort with discussing difference in the second language classroom for undergraduates. For that reason, this essay argues for the need for intentional curricular design that incorporates the ethnic diversity of Spanish-speaking communities at all levels of undergraduate Spanishlanguage instruction and proposes that literature written by Spanish-speaking writers of African descent should always be an integral part of the introductory literature course. In this course, literature is examined as an expression of culture and used as a tool for the development of both critical thinking skills and intercultural competence. While inclusive teaching methodologies are inherently universal and have application in teaching literature in any language, what follows describes an approach to teaching Afro-Hispanic literature in undergraduate Spanish classes that ensures the development of intercultural competence, endorses a pedagogy with a foundation in antiracist philosophy, and is rooted in inclusive and equitable teaching practices that is both deliberate and student-centered.

Abbreviation
Journal Impact	0.26
Quartiles(Global)	W_MULTIPLE(Q4)

ISSN	0018-2133, 2153-6414
h-index	18

Publication Information	Publisher: Johns Hopkins University Press，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 2010，Proportion of original research papers: 100.00%，Self Citation Rate:0.00%， Gold OA Rate: 0.00%

Hispania

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