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ESSARP Courses
G533 - Reading Group on Contemporary Literature: "Reading Women Writing Resistance: Essays on Latin America and the Caribbean"
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Florencia Perduca
Florencia Perduca, Graduate Teacher of English and Literary Translator from I. E. S en Lenguas Vivas "J. R. Fernández", MA in Literary Linguistics (University of Nottingham), is an ESSARP course coordinator specialised in Literatures in Englishes and Postcolonial Theory. Teaches Literature in English at I.E.S. en Lenguas Vivas "Juan Ramón Fernandez", Cultural Studies at ENS en Lenguas Vivas "Sofía E. Broquen de Spangenberg", Postcolonial Literature at Licenciatura en Lengua Inglesa, Universidad Nacional del Litoral and Latin American Studies at UCA. Teaches IGCSE and AS Language and Literature courses at different schools.
IGCSE, literature and language teachers interested in the "new literatures" and in reading about diverse cultures in English.
- To promote a context-based approach to the reading of texts which lend themselves to exploring the "New Literatures" in Englishes.
- To look for and build strategies to raise participants’ awareness of specific cultures and their worlds of meaning. - To delve into the concepts of Caribbeanness and Latina Americanness.
A set of short stories by Caribbean and Latin American writers:
All materials should be read in advance. - Judith Ortiz Cofer's "The Myth of the Latin American Woman" from Women Writing Resistance. - Ruth Irupe Sanabria's "Las aeious" from Women Writing Resistance. - Ruth Behar's "Everything I kept: Reflections of an anthropoeta" from Women Writing Resistance.
- Browdy de Hernandez, J. (2003) Women Writing Resistance: Essays on Latina America and the Caribbean, Cambridge: South End Press.
- Ashcroft, Griffiths, Tiffin (1989) The Empire Writes Back, London: Routledge. - Ashcroft, Griffiths, Tiffin (1995) The Post - Colonial Reader, London: Routledge. - Boehmer, E. (1995) Colonial and Post-Colonial Literature, Oxford: Oxford University Press.
1) Presentation and discussion of how to approach "Literatures in Englishes"
2) Guided group reflection and exchange of ideas on the main themes and issues raised by the text.
3) Reading of key extracts in the short stories and reflection on how they mean.
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