Identifying Data 2018/19
Subject (*) Cross-Cultural Perspectives in the Anglophone World Code 613505006
Study programme
Mestrado Universitario en Estudos Ingleses Avanzados e as súas Aplicacións (2013)
Descriptors Cycle Period Year Type Credits
Official Master's Degree 1st four-month period
 First Obligatory 3
Language
English
Teaching method Face-to-face
Prerequisites
Department Letras
Coordinador
Simal Gonzalez, Begoña
 E-mail
begona.simal@udc.es
Lecturers
Simal Gonzalez, Begoña
 E-mail
begona.simal@udc.es
Web http://www.imaes.eu/?page_id=31
General description Estudio das distintas perspectivas de análise cultural e literario que abordan a intersección de identidades e culturas no mundo anglófono. Analizaranse as literaturas transnacionais e diaspóricas, así como a construcción
"transcultural" das chamadas "literaturas nacionais".

Study programme competencies
Code Study programme competences
A9 E09 – Familiarity with the main models and resources in literary/cultural research in the English-speaking domain.
A10 E10 –Ability to use appropriate techniques for the analysis of artistic and cultural texts in the English-speaking domain.
B2 CB7 - Students should be able to apply the knowledge acquired and a problem-solving capacity to new or lesser known areas within wider contexts (or multidisciplinary contexts) related to the study area.
B3 CB8 - Students must be able to integrate knowledge and to deal with the complexity of judgement formulation starting with information, which might be incomplete or limited, and which includes reflections on social and ethical responsibilities linked to the application of their knowledge and judgement.
B4 CB9 – Students must be able to communicate their conclusions, as well as the knowledge and reasoning behind them, to both specialized and general audiences in a clear and unambiguous way
B7 G02 – Students must be capable of applying the knowledge acquired in the multidisciplinary and multifaceted area of English Studies
B9 G04 – Students must be able to publicly present their ideas, reports or experiences, as well as give informed opinions based on criteria, external norms or personal reflection. All of this implies having sufficient command of both oral and written academic and scientific language
B10 G05 – Skills related to research and the handling of new knowledge and information in the context of English Studies are to be acquired by students
B11 G06 – Students should be able to develop a critical sense in order to assess the relevance of both existing research in the fields of English Studies, and their own research.

Learning aims
Learning outcomes Study programme competences
Students should be able to use the acquired knowledge as well as their capacity to deal with different problems in new (or multidisciplinary) contexts related to their field of study. AR9
AR10
 BR2
BR7
BR10
Students should develop the ability to integrate and combine different theoretical and critical concepts as well as the ability to formulate their own critical conclusions from incomplete or limited information which includes reflections on the social and ethical responsibilities that may be related to their learning and critical conclusions. BR3
Students should know how to transmit their conclusions, as well as the logical reasons and motives which justify them, to specialized and non-specialized listeners or readers clearly and unambiguously. BR4
BR9
BR10
BR11

Contents
Topic Sub-topic
1. Trans-cultural approach to the literatures written in English: introduction. Introduction to the subject.
2. Theoretical perspectives and key concepts. Transcultural identities, ethnicity, globalization, transnationalism, diaspora, postcolonialism, sexual and gender identities.
3. Transcultural literary practices. Detailed analysis of specific literary works.

Planning
Methodologies / tests Competencies Ordinary class hours Student’s personal work hours Total hours
Workbook A9 A10 B11 1 26 27
Seminar B2 B3 B7 B10 10 0 10
ICT practicals A9 A10 B2 B3 B4 B7 B10 1 10 11
Supervised projects A10 B2 B4 B9 2 24 26
 
Personalized attention 1 0 1
 
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies Description
Workbook Readings carried out in class ("horas presenciais") and prior to class ("horas non presenciais"), the latter as autonomous reading. Such readings are necessary for students to carry out the rest of the activities successfully.
Seminar Most sessions will follow the typical estructure of a seminar: initial presentation of contents and concepts, followed by critical analysis and debate about the compulsory works.
ICT practicals Guided activities using the ICT platform (Moodle): Interaction and on-line learning.
Supervised projects Individual research project of literary and/or cultural criticism. Written essay and oral presentations.

Personalized attention
Methodologies
Supervised projects
Description
Teacher's supervision of individual projects.

Assessment
Methodologies Competencies Description Qualification
Seminar B2 B3 B7 B10 Active and critical participation. Discussion and other oral/written activities. 30
ICT practicals A9 A10 B2 B3 B4 B7 B10 Participation in the Moodle activities and exercises. 10
Supervised projects A10 B2 B4 B9 Each student is expected to write a research essay (of a theoretical-practical nature) and to carry out oral presentations. 60
 
Assessment comments

SECOND OPPORTUNITY (JULY):

- THEORETICAL+PRACTICAL PAPER: 60% 

- WRITTEN EXERCISES: 40%

Given that this degree programme is
part distance learning, part actual attendance, students are required to attend
the compulsory sessions, unless they have applied for exemption within the time
period specified by the Academic Commission of the degree, and this exemption
has been granted. This exemption will be valid provided students comply with
the rules on attendance in force in the three universities participating in the
programme, and provided they comply with the assessment systems which are
specified in the teaching guides for each module. Students should be aware,
however, that not attending certain classroom sessions may affect their final
grades.

PLAGIARISM: When assessing the students' essays, the teacher will pay attention to possible cases of plagiarism; to that effect, she can interview the students about their written work or use tools like TURNITIN. 

Students
who have been granted exemption, as specified in the university regulations,
will be assessed according to the criteria applied to the July opportunity.

Students
who do not submit a supervised project, or who fail
to submit at least 50% of the other tasks for assessment, will be graded as
absent from assessment (NP: no presentado).

Sources of information
Basic

Bibliografía básica e complementaria
Al Maleh, L. (Ed.). (2009). Arab Voices in Diaspora: Critical Perspectives on Anglophone Arab Literature. Amsterdam/New York: Rodopi.
Baker, Houston A. Three American Literatures: Essays in Chicano, Native American, and Asian American Literature for Teachers of Literature. New York: The Modern Language Associaton, 1982.
Bloom, Harold. Asian American Women Writers. Philadelphia: Chelsea House Publishers, 1997.
Brennan, Jonathan (ed). Mixed Race Literature. Stanford: Stanford UP, 2002.
Bringas, Ana y Belén Martín. Identidades multiculturais, revisión dos discursos teóricos. Vigo: Universidade de Vigo, 2000.
Cheung, King-Kok (ed.) An Interethnic Companion to Asian American Literature. Cambridge: Cambridge UP, 1997.
Cuder Dominguez, Pilar, Martín-Lucas, Belén, Villegas-López, Sonia. (2011). Transnational poetics: Asian Canadian women's fiction of the 1990s. Toronto: TSAR Publications.
Eckard, Paula Gallant. Maternal Body and Voice in Toni Morrison, Bobbie Ann Mason and Lee Smith. Columbia: U of Missoury P, 2002.
Fishburn, Katherine. The Problem of Embodiment in early African American Literature.Westport: Greenwood P, 1997.
Huntley, E. D. Maxine Hong Kingston. A Critical Companion. Londres: Greenwood P, 2001.
Hutchinson, George. The Harlem Renaissance in Black and White. Cambridge (Mass) & Londres: The Belknap P of Harvard UP, 1995.
Jay, Paul. (2010). Global matters: the transnational turn in literary studies. Ithaca: Cornell University Press.
Kaplan, Caren, Norma Alarcón, and Minoo Moallem. Eds. (1999). Between woman and nation:nationalisms, transnational feminisms, and the state. Durham, NC: Duke University Press.
Lewis, Simon. (2011). British and Áfrican literature in transnational context. Gainesville: University Press of Florida.
Li, David Leiwei. Imagining the Nation. Asian American Literature and Cultural Consent. Stanford: Stanford UP, 1998.
Morrison, Toni. Race-ing Justice, En-gender-ing Power. Londres: Chatto & Windus Ltd., 1992.
Nandín, Teresa. “El reflejo de la experiencia multicultural en dos obras de contextos dispares, ‘East, West’ de Salman Rushdie y ‘Woman Hollering Creek’ de Sandra Cisneros”. En Ana Bringas y Belén Martín, Identidades multiculturais, revisión dos discursos teóricos. Vigo: Universidad de Vigo, 2000.
Nyman, J. (2009). Introduction: Diaspora, Home, Writing. Home, Identity, and Mobility in Contemporary Diasporic Fiction (pp. 9-34). Amsterdam: Rodopi.
O’Reilly, Andrea. Toni Morrison and Motherhood. A Politics of the Heart. Albany: State U of New York P, 2004.
Otten, Terry. The Crime of Innocence in the Fiction of Toni Morrison. Columbia: U of Missouty P, 1989.
Ozieblo, Bárbara. El vínculo poderoso: madres e hijas en la literatura norteamericana. Granada: Universidad de Granada, 1998.
Sesay, K. (Ed.). (2005). Write Black Write British: From Post-Colonial to Black British Literature. Hertford: Hansib Publications.
Simal, Begoña. Identidad étnica y género en la narrativa de escritoras chinoamericanas. La Coruña: Universidade da Coruña, 2000.
Sollors, Werner (ed.). Beyond Ethnicity: Consent and Descent in American Culture. New York: Oxford UP, 1986.
Stein, M. (2004). Black British Literature: Novels of Transformation. Columbus, OH: The Ohio State UP.
Wilentz, Gay. Binding Cultures: Black Women Writers in Africa and the Diaspora. Indianapolis: Indiana UP, 1992.
Wilson, Rob and Wimal Dissanayake, eds. (2005). Global-local cultural production and the transnational imaginary. Durham: Duke University Press.
Yin, Xiao-Huang. Chinese American Literature since the 1850s. Urbana & Chicago: U of Illinois P, 2000.

Complementary


Recommendations
Subjects that it is recommended to have taken before

Subjects that are recommended to be taken simultaneously

Subjects that continue the syllabus

Other comments

The teacher will hand out a detailed calendar, including the list of readings and activities, at the beginning of the course. In addition, the READING LIST (the texts required for the course) will be published in October.


(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.