Identifying Data 2015/16
Subject (*) Literatura e diversidade cultural no ámbito anglófono Code 613505015
Study programme
Mestrado Universitario en Estudos Ingleses Avanzados e as súas Aplicacións (2013)
Descriptors Cycle Period Year Type Credits
Official Master's Degree 2nd four-month period
 First Optativa 3
Language
Teaching method Face-to-face
Prerequisites
Department Filoloxía Inglesa
Coordinador
Liste Noya, Jose
 E-mail
jose.listen@udc.es
Lecturers
Liste Noya, Jose
 E-mail
jose.listen@udc.es
Web http://www.imaes.eu/?page_id=31
General description Toda la información relativa tanto a esta materia como al resto del Máster la pueden encontrar en la dirección Web arriba señalada.

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.
A11 E11 – Ability to identify and analyse the most relevant characteristics of culture and institutions in the English-speaking world through the study of different types of texts belonging to different historical periods.
B6 G01 –The capacity to delve into those concepts, principles, theories or models related with the different fields of English Studies is a necessary skill, as is the ability to solve specific problems in a particular field of study via appropriate methodology.
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
An advanced introduction to the theoretical and historical contexts of the multiculturalism debate in the English-speaking world and its supporting methodological frameworks. The aim is to attain a working knowledge of and critical competence in the theories and debates that constitute the concept of the multicultural in the literature and culture of the English -speaking world via a focus on certain national, regional, and thematic domains that exemplify in their own specific ways cultural diversity in its different manifestations. In this case, the focus is on prose narratives, fictional and non-fictional of the United States, with a specific focus on the spatial representation of multicultural encounter and conflict. AR9
AR10
AR11
 BR6
BR7
BR9
BR10
BR11

Contents
Topic Sub-topic
1. The Space of the Multicultural: defining/critiquing cultural diversity 1.1. Multiculturalism: definitions and doubts
1.2. Diversity and cultural identity
2. Making Space: Theories of Spatiality 2.1. Introduction to theories of space
2.2. Space and cultural identity
3. Reading American Space: John Wesley Powell and The Exploration of the Colorado River and Its Canyons 3.1. Space, exploration and American identity
3.2. Spatial representation, cultural imperialism and textuality in John Wesley Powell's exploration narrative
4. N. Scott Momaday's House Made of Dawn: space, identity and Native American place. 4.1. Native American space, Native American identity
4.2. Space, place, and language
5. Cormac McCarthy's Blood Meridian: imperial space and desert places 5.1. Spatial and cultural imperialism in McCarthy
5.2. Desert spaces and the culture of emptiness

Planning
Methodologies / tests Competencies Ordinary class hours Student’s personal work hours Total hours
Directed discussion A11 B11 4 4 8
Case study A10 B7 B10 8 14 22
Oral presentation B9 1 8 9
Supervised projects A10 B7 B10 B11 0 20 20
Introductory activities A9 B6 4 4 8
 
Personalized attention 8 0 8
 
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies Description
Directed discussion Discusión en seminario dos textos primarios e as materias teóricas
Case study Analise e debate dos textos primarios e teóricos en seminario
Oral presentation Presentación de traballos individuáis de aspectos concretos das obras de leiture escollidos en consulta co profesor
Supervised projects Elaboración de un traballo de investigación en forma de ensaio
Introductory activities Introducción ós conceptos teóricos que se manexara´n no seminario

Personalized attention
Methodologies
Supervised projects
Description
Personal tutorials with the supervisor in order to guide the student's reading and her research work.

Assessment
Methodologies Competencies Description Qualification
Supervised projects A10 B7 B10 B11 Personal research in the shape of a written essay on a topic chosen in consultation with the teacher 60
Case study A10 B7 B10 Class participation required in all activities of the seminar. 20
Oral presentation B9 Individual presentation encouraging participation by other students 20
 
Assessment comments

To be eligible for evaluation you must pass all required work (class participation, oral presentation, essay). You may not be absent without leave for more than 2 sessions otherwise you will be given a NP (non presentado) as your final mark.

Sources of information
Basic

Primary sources:

Powell, John Wesley. The Exploration of the Colorado River and Its Canyons. 1875. New York: Penguin, 2003.

Momaday, N. Scott. House Made of Dawn. 1968. New York: HarperPerennial, 2010

McCarthy, Cormac. Blood Meridian. 1985. New York: Vintage, 1992
Complementary

All secondary materials and critical bibliographies will be provided before the course begins, preferably during the first semester. It will be posted on the course Moodle page several months before the seminar takes place.


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

All primary readings must be made before the seminar actually begins so that fruitful discussion between all members of the seminar can be possible. All required secondary readings will be made available several months beforehand via the course Moodle page.


(*)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.