0 calificaciones0% encontró este documento útil (0 votos)
71 vistas6 páginas
This course examines Caribbean insurrection and resistance movements between 1791-1917 through literature, film, and video. It will focus on works that illustrate key events in the region's "long 19th century," including the Haitian Revolution, Cuban independence wars, and World War I. The instructor argues this period was defined by upheavals that prompted widespread political and social change. Students will analyze novels, essays, and films/documentaries about the causes, consequences, and experiences of these convulsive periods. Coursework includes film response questionnaires, presentations, and four essays. Grading is based on essays, questionnaires, participation, and attendance. Required texts and films will explore figures and events that shaped the Caribbean's complex cultural
Descripción original:
Description and calendar for Cesar A. Salgado's undergrad course Caribbean Insurrection and Resistance in Literature, Film, and Video
This course examines Caribbean insurrection and resistance movements between 1791-1917 through literature, film, and video. It will focus on works that illustrate key events in the region's "long 19th century," including the Haitian Revolution, Cuban independence wars, and World War I. The instructor argues this period was defined by upheavals that prompted widespread political and social change. Students will analyze novels, essays, and films/documentaries about the causes, consequences, and experiences of these convulsive periods. Coursework includes film response questionnaires, presentations, and four essays. Grading is based on essays, questionnaires, participation, and attendance. Required texts and films will explore figures and events that shaped the Caribbean's complex cultural
This course examines Caribbean insurrection and resistance movements between 1791-1917 through literature, film, and video. It will focus on works that illustrate key events in the region's "long 19th century," including the Haitian Revolution, Cuban independence wars, and World War I. The instructor argues this period was defined by upheavals that prompted widespread political and social change. Students will analyze novels, essays, and films/documentaries about the causes, consequences, and experiences of these convulsive periods. Coursework includes film response questionnaires, presentations, and four essays. Grading is based on essays, questionnaires, participation, and attendance. Required texts and films will explore figures and events that shaped the Caribbean's complex cultural
Caribbean
Insurrection
and
Resistance
in
Literature,
Film,
and
Video
Prof.
César
A.
Salgado
Spring
2017
Meetings:
TTh
12:30-‐2
BEN
1.104
Office
Hours:
TTh
2-‐3:30
BEN
3.140
Unique
Number:
46545/40470
Email:
cslgd@austin.utexas.edu
Description:
The
British
historian
Eric
Hobsbawn
coined
the
term
"the
long
nineteenth
century"
to
better
frame
the
conflict-‐ridden
transitions
from
the
Age
of
Revolution
(1789-‐1948)
to
the
Ages
of
Capital
(1848-‐1875)
and
of
Empire
(1875-‐1914)
in
Europe.
In
this
undergraduate
seminar
I
will
make
a
similar
argument
about
a
"long
Caribbean
nineteenth
century"
marked
by
social
insurrections
and
resistance
movements
happening
between
1791
and
1917
in
the
Caribbean
archipelago.
These
moments
of
"historical
convulsion"
(slave
rebellions
and
anti-‐Spanish
guerilla
insurgencies
that
triggered
and/or
responded
to
waves
of
despotic
repression
and
foreign
occupations)
were
linked
to
momentous
shifts
in
revolution,
capital,
and
empire
that
led
to
great
geopolitical,
military,
demographic,
ideological,
and
racial
realignments
and
re-‐ mappings
in
the
slave-‐based
plantation
societies
of
the
Greater
Antilles
territories.
This
long
nineteenth
century
started
with
the
Haitian
Revolution
as
its
epicenter,
a
tectonic
upheaval
whose
convulsive
aftershocks
across
the
region
in
the
next
century
spurred
a
great
number
of
progressive
and
reactionary
political,
social,
and
cultural
movements
(abolitionism,
separatism,
nationalism,
autonomism,
inconditionalism,
feminism,
etc.)
in
Cuba,
Hispaniola,
Puerto
Rico,
and
beyond.
This
course
will
focus
on
novels,
essays,
plays,
poems,
films,
and
videos
that
either
illustrate
or
try
to
make
sense
of
the
main
causes
and
consequences
and
protagonists,
witnesses,
and
victims
of
key
convulsive
moments
in
the
region's
complex
cultural
process
during
its
"long
nineteenth
century":
the
Haitian
Revolution
(1791-‐1804);
the
Soles
y
Rayos
de
Bolívar
(1823)
and
the
Escalera
(1844)
conspiracies
in
Cuba;
the
Ten
Year
(1868-‐1878)
and
Three
Year
(1895-‐98)
Cuban
wars
of
Independence;
the
Dominican
Restoration
War
(1863-‐1865);
the
Spanish-‐American
War
(1898);
and
World
War
I
(1914-‐17),
among
others.
We
will
consider
how
the
trope
of
convulsion,
when
applied
to
historical
events
as
well
as
to
trance-‐like
seizures
in
the
black,
female,
or
rebel
body,
is
symbolically
connected
to
forms
of
racial,
gender,
and
colonial
domination
and
stereotyping
as
well
as
of
liberation
struggle.
The
media
component
of
this
course
is
meant
to
introduce
students
to
contemporary
Cuba,
Puerto
Rican,
Haitian,
Dominican,
and
US
film
and
video
productions
that
are
meant
to
reenact,
recreate,
reimagine,
or
re-‐visualize
long
nineteenth
century
events
and
issues
in
the
Caribbean.
We
will
foreground
two
genres:
the
historical
documentary
and
the
"period"
film
adaptation
of
novels
and
historical
sources
of
the
time.
We
will
consider
several
contextual,
technical,
and
industrial
matters
when
discussing
each
of
these
productions:
financing,
scriptwriting,
directorship,
acting,
cinematography,
and
distribution,
among
other
issues.
For
each
viewing,
you
will
be
required
to
respond
to
brief
informal
questionnaires
posted
through
the
course's
CANVAS
page.
Each
will
consist
of
three
to
five
questions
asking
you
to
comment
or
analyze
the
screening
in
relation
to
the
readings
done
that
week.
You
should
be
able
to
answer
each
question
in
no
less
that
three,
no
more
than
five
sentences.
You
are
expected
to
answer
at
least
ten
of
these
questionnaires
for
the
semester.
Four
3-‐5
page
formal
essays
based
on
a
provided
list
of
topics
will
be
the
main
writing
requirement
for
this
class.
Grading:
Four
essay
assignments:
60%
Canvas
homework
(screening
questionnaires):
20%
Participation,
two
oral
presentations,
class
attendance:
20%
Texts
and
Class
Materials:
At
the
Co-‐op:
Alejo
Carpentier,
El
reino
de
este
mundo
Juan
Francisco
Manzano,
Autobiografía
de
un
esclavo
Anselmo
Suárez
y
Romero,
Francisco
o
El
ingenio
o
las
delicias
del
campo
Alejandro
Tapia
y
Rivera,
Mis
memorias
José
Luis
González,
La
llegada
Films
and
documentaries
to
be
screened
in
full
or
partially
on
Thursdays:
Égalité
For
All:
T.
Louverture
and
the
Haitian
Revolution
(Noland
Walker,
dir.)
Alejo
y
lo
real
maravilloso
(Luis
Acevedo
Fals,
dir.)
El
otro
Francisco
(Sergio
Giral,
dir.)
La
última
cena
(Tomás
Gutierrez
Alea,
dir.)
Cecilia
(Humberto
Solás,
dir.)
La
cuarterona
(Roberto
Ramos
Perea,
dir.)
El
ojo
del
canario
(Fernando
Pérez,
dic.)
El
Antillano
(Tito
Román
Rivera,
dir.)
Crucible
of
Empire:
The
Spanish
American
War
(Daniel
Miller,
dir.)
Seva
vive
(Francisco
Serrano,
dir.)
Reading
available
on
course
CANVAS
page:
Selections
by
Antonio
Benítez
Rojo,
C.L.R.
James,
Leonora
Sansay,
Michel-‐Rolph
Trouillot,
Ramón
Emeterio
Betances,
José
Martí,
Lola
Rodríguez
de
Tió,
José
Luis
González,
Luis
López
Nieves,
and
others.
Class
schedule
(J=Jan,
F=Feb,
M=Mar,
A=April,
M=May)
Week
1
J
17
Introduction
J
19
The
Slave
Plantation
as
Economic
and
Cultural
Matrix
in
the
Colonial
Caribbean
Reading:
Antonio
Benítez
Rojo,
"De
la
plantación
a
la
Plantación"
(chapter
two
of
La
isla
que
se
repite/The
Repeating
Island,
CANVAS)
Week
2
J
24T
Into
the
Haitian
Revolution:
The
Role
of
Toussaint
L'Ouverture
Reading:
Chapters
from
C.L.R.
James,
Black
Jacobins:
Toussaint
L'Ouverture
and
the
Haitian
Revolution
(CANVAS)
J
26Th
Comparing
Textual
and
Visual
Accounts
of
Haitian's
Revolution
and
its
Leaders
Screening
in
class:
Égalité
For
All:
T.
L'Ouverture
and
the
Haitian
Revolution
Week
3
J
31T
Race
and
Gender
in
Leonora
Sansay's
Fictionalized
Testimony
of
the
Revolution
Reading:
Selections
from
Secret
History,
or
the
Horrors
of
Saint
Domingue
(CANVAS)
F
2Th
"Marvelous
realism"
in
Alejo
Carpentier's
Vision
of
the
Haitian
Revolution
Screening
in
class:
Alejo
y
lo
real
maravilloso
Reading:
Alejo
Carpentier,
El
reino
de
este
mundo,
prologue
Week
4
F
7T
Mackandal's
rebellion,
the
Bois
Caiman
1791
insurrection,
and
Leclerc's
1802
Expedition
in
El
reino
Reading:
Carpentier,
El
reino
de
este
mundo,
parts
1
&
2
F
9Th
Henri
Christophe's
rule:
Western
vs
Non-‐Western
Epistemologies
in
El
reino
Reading:
Carpentier,
El
reino
de
este
mundo,
parts
3
&
4
Michel-‐Rolph
Trouillot,
"The
Three
Faces
of
Sans
Souci:
Glory
and
Silences
in
the
Haitian
Revolution"
(CANVAS)
Screening:
Online
documentaries
on
Laferrière
Fortress
and
Sans
Souci
Palace
Topics
for
First
Essay
Distributed
Week
5
F
14T
Plantation
Society
and
the
del
Monte's
Abolitionist
Circle
in
Cuba:
Juan
Francisco
Manzano's
Slave
Autobiography
Reading:
Juan
Francisco
Manzano,
Autobiografía
de
un
esclavo,
first
half
F
16Th
The
Nineteenth
Century
Sugar
Plantation
System
in
the
Films
of
the
Cuban
Revolution
(I)
Reading
and
discussion:
Manzano,
Autobiografía,
second
half
Screening
in
class:
clips
from
Tomás
Guitierrez
Alea,
La
última
cena
Week
6
F
21T
Punishment
and
Melodrama
in
the
Cuban
Abolitionist
Novel
Reading:
Anselmo
Suárez
y
Romero,
selections
from
Francisco
o
El
ingenio
y
las
delicias
del
campo
First
Essay
Due
in
Class
F
23Th
The
Nineteenth
Century
Sugar
Plantation
System
in
the
Films
of
the
Cuban
Revolution
(II)
Screening
in
class:
El
otro
Francisco
Week
7
F
28T
Sexuality,
Miscegenation,
Incest:
Cuban
"Sugarocracy"
and
the
Mulatta
in
the
Cuban
Abolitionist
Novel
Reading:
Cirilo
Villaverde,
selections
from
Cecilia
Valdés
(CANVAS)
M
2Th
The
Nineteenth
Century
Sugar
Plantation
System
in
the
Films
of
the
Cuban
Revolution
(III)
Screening
in
class:
Humberto
Solás'
Cecilia
Week
8
M
7T
Melodrama
and
the
Tragic
Mulatta
in
Puerto
Rican
Abolitionist
Theater
Reading:
Alejandro
Tapia
y
Rivera,
La
cuarterona
(CANVAS)
M
9Th
Staging
vs.
Screening
Tapia's
Play
La
cuarterona
Screening
in
class:
La
cuarterona,
directed
by
Roberto
Ramos
Perea
Topics
for
Second
Essay
Distributed
SPRING
BREAK
Week
9
M
21T
Remembering
the
Social
Traumas
of
Slavery
in
Tapia's
Mis
memorias
Reading:
Selections
from
Alejandro
Tapia
y
Rivera,
Mis
memorias
M23Th
Criollo
Romanticism
and
the
Struggle
for
Territorial
Sovereignty
in
Tapia
Reading:
Selections
from
Alejandro
Tapia
y
Rivera,
Mis
memorias
Screening:
Clips
from
R.
Ramos
Perea's
documentary
on
Mis
memorias
Second
Essay
Due
in
Class
Week
10
M
28T
Young
José
Martí
and
the
Start
of
the
Cuban
War
for
Independence
(1868-‐1878)
Readings:
José
Martí,
"El
presidio
político
en
Cuba,"
"La
República
española
frente
a
la
Revolución
cubana"
(CANVAS)
M30Th
José
Martí
in
the
Films
of
the
Cuban
Revolution
Screening
in
class:
Fernando
Pérez's
José
Martí:
El
ojo
del
canario
Week
11
A
4T
Spanish
Repression
of
Insurgents
and
Reformers:
The
Ten
Year
War
in
Cuban
(1868-‐1878)
and
the
compontes
in
Puerto
Rico
(1887)
Readings:
Selections
from
Máximo
Gómez,
Diarios
de
campaña
(CANVAS)
Antonio
S.
Pedreira,
"El
año
terrible
de
1887"
(CANVAS)
A
6
Th
Anti-‐Spanish
Insurgency
and
Animation
in
Caribbean
Cinematography
Screening
in
class:
Las
aventuras
de
Elpidio
Valdés,
by
Juan
Padrón
Topics
for
Third
Paper
Distributed
Week
12
A
11T
Ramón
Emeterio
Betances
and
Lola
Rodríguez
de
Tió:
Agents
in
Paris
and
New
York
of
Cuban
and
Puerto
Rican
Resistance
Against
Spain
Reading:
Selection
of
writings
by
Rodríguez
de
Tió
and
Betances
(CANVAS)
A
13Th
Betances
in
Documentary
Film
Through
Animation
Screening
in
class:
El
Antillano,
by
Tito
Román
Rivera
(2014)
Week
13
A
18T
Narrating
the
Dominican
Republic's
Guerra
de
Restauración
(1863-‐65)
Reading:
Juan
Bosch,
Guerra
de
la
Restauración
(CANVAS)
Third
Paper
Due
in
Class
A20Th
Surveying
Audiovisual
Accounts
of
the
Guerra
de
Restauración
on
YouTube
Screening
in
class:
Selections
TBA
Week
14
A25T
The
"Three-‐Year"
War
of
Independence
in
Cuba
(1895-‐98)
Readings:
Selections
of
documents,
testimonies,
and
period
"yellow"
journalism
by
José
Martí,
Richard
Harding
Davis,
and
others
(CANVAS)
A28Th
"Humanitarian
Imperialism"
and
US
Intervention:
Photographic
and
Audiovisual
Materials
on
the
Spanish-‐American
War
(1898)
Reading:
José
Luis
González,
La
llegada
(First
Half)
Screening
in
class:
Crucible
of
Empire,
The
Spanish
American
War
(PBS
Doc)
Week
15
May
2
Consequences
of
the
Spanish
American
War
in
Puerto
Rican
Historical
Fiction
Reading:
Jose
Luis
González,
La
llegada
(Finish)
May
4
Consequences
of
1898:
The
Paradoxes
of
1917
U.S.
Citizenship
in
Puerto
Rico
Reading:
Luis
López
Nieves,
Seva
Screening
in
class:
Seva
vive,
by
Francisco
Serrano
Topics
for
Fourth
Paper
Distributed
Fourth
Paper
Due
by
Email
on
May
15
at
5PM
Make-‐up
policy
and
absences:
If
you
fail
to
show
up
in
class
or
turn
in
homework
and
essays
on
the
dates
due,
you
lose
the
full
corresponding
points.
Only
serious
illness
or
accident
or
a
real
family
emergency
will
count
as
a
valid
excuse.
Students
with
Disabilities:
I
will
make
myself
available
to
discuss
appropriate
academic
accommodations
for
students
with
a
disability.
These
students
may
be
required
to
provide
documentation
from
the
Office
of
the
Dean
of
Students-‐Services
for
Students
with
Disabilities.
Religious
Observances:
By
UT
Austin
policy,
you
must
notify
me
of
your
pending
absence
at
least
fourteen
days
prior
to
the
date
of
observance
of
a
religious
holy
day.
If
you
must
miss
a
class,
an
examination,
a
work
assignment,
or
a
project
in
order
to
observe
a
religious
holy
day,
you
will
be
given
an
opportunity
to
complete
the
missed
work
within
a
reasonable
time
after
the
absence.
Your
professor
supports
Gun
Free
UT
but
believes
in
his
responsibility
of
instructing
all
students
fairly
and
equally
whatever
their
position
on
this
issue.
(Latin America in Translation) Sergio Serulnikov, David Frye - Revolution in The Andes - The Age of Túpac Amaru-Duke University Press Books (2013) PDF