Relevant bibliographies by topics / American poetry, mexican american authors

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  2. Dissertations / Theses
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Academic literature on the topic 'American poetry, mexican american authors'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "American poetry, mexican american authors"

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Montes-Alcalá, Cecilia. "Code-switching in US Latino literature: The role of biculturalism." Language and Literature: International Journal of Stylistics 24, no. 3 (2015): 264–81. http://dx.doi.org/10.1177/0963947015585224.

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While mixing languages in natural speech production has often been inaccurately ascribed to illiteracy or lack of linguistic competence, doing so in writing is a long-standing practice in bilingual literature. This practice may fulfill stylistic or aesthetic purposes, be a source of credibility and/or communicate biculturalism, humor, criticism, and ethnicity, among other functions. Here, I analyze a selection of contemporary Spanish–English bilingual literature (poetry, drama, and fiction) written by Mexican American, Nuyorican, and Cuban American authors focusing on the types, and significance, of code-switching (CS) in their works. The aim of the study is to determine to what extent the socio-pragmatic functions that have been attested in natural bilingual discourse are present in literary CS, whether it is mimetic rather than rhetorical, and what differences exist both across literary genres and among the three US Latino groups. I also emphasize the cultural aspect of CS, a crucial element that has often been overlooked in the search for grammatical constraints.
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Vraukó, Tamás. "Code switching and the so-called “assimilation narrative”." Linguistics Beyond and Within (LingBaW) 4 (December 30, 2018): 173–81. http://dx.doi.org/10.31743/lingbaw.5673.

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In literary theory, the works of (ethnic) minority authors–and similarly, the works of authors dealing with minorities–are often referred to as “assimilation narrative.” This term tends to suggest that minority authors, who write in the language of their country, seek a place in society through assimilation. Assimilation, however, means melting up in the majority nation by adopting all the values, customs and way of life characteristic of the majority, and abandoning, leaving behind, giving up the original traditional values, ethics, lifestyle, religion etc. of the minority. Assimilation means disappearing without a trace, continuing life as a new person, with new values, language, a whole set of new cultural assets. In this paper an effort is made to show that this is in fact not what many of the ethnic minority writers look for, so the term assimilation narrative is in many, although certainly not all, the cases, erroneuosly applied. It is justified to make a distinction between assimilation and integration narratives, as the two are not the same. In the paper examples are provided from Hispanic-American literature (Mexican-American, Puerto Rican and Dominican), across a range of genres from prose through drama to poetry, and also, examples are discussed when the author does in fact seek assimilation, as well as stories in which neither assimilation, nor integration is successful.
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Filmer, Alice A. "Discourses of Legitimacy: A Love Song to Our Mongrel Selves." Policy Futures in Education 7, no. 2 (2009): 200–216. http://dx.doi.org/10.2304/pfie.2009.7.2.200.

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In an intervention that blurs methodological boundaries traditionally separating the researcher from the researched, history from poetry, and the personal from the political, the author weaves a narrative account of her Euro-American family's early history in California into a larger set of social and historical events taking place during the nineteenth century. She employs the metaphor of ‘legitimacy’ to trace her growing awareness of the physical, psychological, and political parallels at work in the colonization of lands, cultures, and bodies in the ‘New World’. Providing context for the mid-nineteenth century war between the USA and Mexico, she analyzes discursive constructs such as hybridity, impurity, and ‘mongrelization’ as they are evoked in the legend of Malinche – the sixteenth-century, indigenous translator and lover of the Spanish conquistador, Hernan Cortés. Four centuries later, echoes of that ‘intermarriage’ and the transgression of many other kinds of boundaries can be heard in the author's unconventional relationship with her son's Mexican father. She offers a ‘post-critical’ perspective in the conclusion by bringing her own voice into dialogue with those of several post-colonial theorists. This ethnography integrates autoethnography, voices from history, and textual analysis into seldom-heard conversations about the conventional and unconventional workings of power and identity. In so doing, both the fixity and fluidity of concepts such as culture, nation, family, language, social class, race, and gender are revealed.
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Haring, Lee, and Jose E. Limon. "Mexican Ballads, Chicano Poems: History and Influence in Mexican-American Social Poetry." Journal of American Folklore 106, no. 421 (1993): 346. http://dx.doi.org/10.2307/541425.

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Macune, Charles W., and Jose E. Limon. "Mexican Ballads, Chicano Poems: History and Influence in Mexican-American Social Poetry." Hispanic American Historical Review 74, no. 2 (1994): 327. http://dx.doi.org/10.2307/2517575.

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Macune, Charles W. "Mexican Ballads, Chicano Poems: History and Influence in Mexican-American Social Poetry." Hispanic American Historical Review 74, no. 2 (1994): 327–28. http://dx.doi.org/10.1215/00182168-74.2.327.

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García, Nicolas, and Anthony Gonzales. "Cinco Dedos: A Mexican American Studies Framework." Association of Mexican American Educators Journal 15, no. 2 (2021): 85–103. http://dx.doi.org/10.24974/amae.15.2.424.

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 Mexican American Studies (MAS) courses have been criticized for many years. Legislation in Arizona and Texas have attempted to ban the content. This article pushes back on this attempt of oppression and offers MAS teachers a framework to apply when teaching the content. Using a timeline to depict the years of attempts for Mexican American Studies to be approved, we offer practitioners and researchers an Ethnic Studies framework particularly with MAS courses. Using cultural art, poetry, and literature, MAS teachers can benefit from using the Cinco Dedos framework especially at the secondary (6-12) grade levels. This framework prepares MAS teachers to utilize various Chicanx histories to tell the stories of Mexican American heroes not talked about in traditional American history courses. This article also provides tools to use in secondary MAS classrooms that highlight Mexican American culture for students provided by a MAS teacher. One of the founders of the framework uses this in his MAS course at a high school located in San Antonio, TX. 
 
 
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Donato, Rubén, and Jarrod Hanson. "Mexican-American resistance to school segregation." Phi Delta Kappan 100, no. 5 (2019): 39–42. http://dx.doi.org/10.1177/0031721719827545.

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Mexican Americans have a long history in the struggle to end school segregation and achieve educational equality. Rubén Donato and Jarrod Hanson trace that history through a series of court cases that show how their fight for desegregation both intersects with and differs from the more well-known struggle of Black Americans. In some cases, Mexican Americans were determined to be White and therefore not potential victims of racial discrimination, even when school practices showed that their Mexican heritage, rather than differing educational needs, drove district decisions. The authors suggest that advocates of desegregation should avoid accepting the notion that segregation is a natural occurrence but should instead broaden their understanding of what intentional segregation looks like.
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Walker, David A., and Ann M. Schultz. "Reaching for Diversity: Recruiting and Retaining Mexican-American Students." Journal of College Student Retention: Research, Theory & Practice 2, no. 4 (2001): 313–25. http://dx.doi.org/10.2190/u6lb-eljv-2g91-a78h.

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The authors focus on creating a comprehensive model for recruiting and retaining Mexican-American students. The academic and cultural issues facing Mexican-American students, as well as how Hispanic cultural values could be addressed in a comprehensive recruitment and retention model, are presented.
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Carrera, María José. "Samuel Beckett’s Translations of Latin American Poets for UNESCO." Samuel Beckett Today / Aujourd’hui 31, no. 1 (2019): 53–65. http://dx.doi.org/10.1163/18757405-03101005.

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Abstract Samuel Beckett’s self-avowed slight acquaintance with the Spanish language did not prevent him from tackling the translation of a poem by the Chilean Gabriela Mistral, as well as a whole anthology of Mexican poetry. Little attention has been paid to this sideline in Beckett’s career. This paper contextualizes Beckett’s involvement in these two UNESCO projects and shows, with recourse to his translation manuscripts, the intensity of the author’s work despite his distaste for these commissions.
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Dissertations / Theses on the topic "American poetry, mexican american authors"

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Oprava, David E. "Once America : 50 expats, 50 interviews, 50 poems." Thesis, Swansea University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678534.

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Bennett, Sarah. "The American contexts of Irish poetry, 1950-present." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669957.

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Groom, Kelle. "Five Kingdoms." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2168.

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GROOM, KELLE . Five Kingdoms. (Under the direction of Don Stap.) Five Kingdoms is a collection of 55 poems in three sections. The title refers to the five kingdoms of life, encompassing every living thing. Section I explores political themes and addresses subjects that reach across a broad expanse of time--from the oldest bones of a child and the oldest map of the world to the bombing of Fallujah in the current Iraq war. Connections between physical and metaphysical worlds are examined. The focus narrows from the world to the city in section II. The theme of shelter is important to these poems, as is the act of being a fl&acirc;neur. The search for shelter, physical and spiritual, is explored. The third section of Five Kingdoms narrows further to the individual. Political themes recur, as do ekphrastic elements, in the examination of individual lives and the search for physical and metaphysical shelter. The title poem "Five Kingdoms," was written on the 60th anniversary of the atomic bombing of Hiroshima on August 6, 1945. This non-narrative poem is composed of a series of questions for the reader regarding personal and national security. It is a political poem that uses a language of fear and superstition to question what we are willing to sacrifice to be safe and what "safety" means. The poem ends with a call to action: "Before you break in two, categorize/the five kingdoms, count all the living things." The poems in this manuscript are a kind of counting that pays attention to the things of the world through praise and elegy. The poems in Five Kingdoms are indebted to my reading of many poets, in particular Michael Burkard, Carolyn Forch&eacute;, Brenda Hillman, Tony Hoagland, Kenneth Koch, Philip Levine, Denise Levertov, Jane Mead, W.S. Merwin, Pablo Neruda, Frank O'Hara, Mary Oliver, Adrienne Rich, and Mark Strand.<br>M.F.A.<br>Department of English<br>Arts and Humanities<br>Creative Writing MFA
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Sedore, Timothy Stephen. "Assimilation through alienation : four Mexican American writers and the myth of the American Adam = Asimilación por medio de enjación /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/13027785.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.<br>Typescript; issued also on microfilm. Sponsor: Ruth Vinz. Dissertation Committee: Olga Rubio. Includes bibliographical references (leaves 226-241).
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Nuñez, Gabriela. "Investigating La Frontera : transnational space in contemporary Chicana/o and Mexican detective fiction /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3286241.

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Escalera, Isaac R. "Americhicano." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/87.

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The title of my manuscript, Americhicano¸ is a play on the words American,Americana, and Chicano. It was my goal to write poems that would capture the shared experiences of Chicanos, Latin Americans and the vast people group we identify as “American.” In the first part of my Statement of Purpose, I go into the politics and social commentary of why I chose this as the focus of my project. “Why I Write” is a continuation of that conversation, but more focused on my own personal experience and journey as a writer. In the Section titled, “On Narrative Poetry” I explore the tradition of narrative in poetry and culture and how the two come together within my own poetry. “Uncertainty and Possibility” talks about the duality of creation and the writer. Do we view the unknown as something scary or as an opportunity to be seized? “On Experimental Form: Erasures and the Avante-Garde” discusses the tension of pushing the boundaries as an artist while negotiating cultural tradition. The last section titled, “Imitation and True Voice” discusses the ways in which a writer grows and continues to grow. The idea here is that we do not have a “true” or “authentic” voice, but rather that we are the culmination of voices and identities that are constantly in flux. This last idea is an echo of all the other sections, and hopefully one that will resonate throughout my growth as a writer and as a person.
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Bird, Lori. "Beauty in Bronzeville." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/BirdL2004.pdf.

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Armacanqui-Tipacti, Elia J. María Manuela de Santa Ana. "Sor María Manuela de Santa Ana una teresina peruana /." Cuzco, Perú : Centro de Estudios Regionales Andinas "Bartolomé de Las Casas", 1999. http://books.google.com/books?id=ZkxfAAAAMAAJ.

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Holm, Andrea Hernandez, and Andrea Hernandez Holm. "Floating Borderlands: Chicanas and Mexicanas Moving Knowledge in the Borderlands." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/620872.

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As intolerance against Mexican Americans and Mexican migrants persists in the United States-- apparent in the passage of Arizona State Bill 1070, Arizona House Bill 2281, and multiple English-only laws-- Chicanas and Mexicanas continue to resist by sustaining relationships and knowledge through storytelling. This dissertation employs a floating borderlands framework to explore how Chicanas and Mexicanas in the United States-Mexico borderlands use storytelling in oral and written traditions to keep cultural and regional knowledge. Floating borderlands is an interdisciplinary framework that reveals survivance, that is, survival as an act of resistance, through cultural maintenance, agency, and creativity in lived experiences. Drawing upon concepts and research from disciplines that include Mexican American Studies, American Indian Studies, Gender and Women's Studies, and Education, floating borderlands reveals how storytelling helps Chicanas and Mexicanas maintain an understanding of home and homelands that facilitates resistance to obstacles such as racial and gender discrimination and challenges to their right to be in these spaces. This dissertation acknowledges multiple forms of knowledge keeping by Chicanas and Mexicanas throughout the last two centuries; recognizes intersectionality; and complicates or creates multiple layers in narratives of the U.S.-Mexico borderlands. This project is directly informed by narratives of Chicana and Mexicana life in the borderlands. It centers oral and written traditions, including my original poetry. Key words: Chicanas, Mexicanas, border, borderlands, floating borderlands, survivance, oral traditions, written traditions, home, homelands, migration, identity, cultural maintenance, poetry, story.
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Murillo, Charles Ray. "The other within the other: Chicana/o literature, composition theory, and the new mestizaje." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2685.

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In this thesis the author explores the notion that American Chicana/o literature serves as an interactive pedagogical site that nurtures a blend of academic and street discourse, proposing the writing of those who exist on the "downside" of the border of non-standard English and academic discourse-basic writers be acknowledged.
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Books on the topic "American poetry, mexican american authors"

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Waterhummingbirdhouse: A Chicano poetry codex. Waterhummingbirdhouse Press, 2015.

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Chicano poetry: A critical introduction. Greenwood Press, 1986.

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Pérez-Torres, Rafael. Movements in Chicano poetry. Cambridge University Press, 1995.

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Moraga, Cherríe. The last generation: Prose & poetry. South End Press, 1993.

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Limón, José Eduardo. Mexican ballads, Chicano poems: History and influence in Mexican-American social poetry. University of California Press, 1992.

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González, Ray. Cabato Sentora: Poems. BOA Editions, Ltd., 1999.

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J, Rodriguez Luis. The Concrete River. Curbstone Press, 1991.

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Movements in Chicano poetry: Against myths, against margins. Cambridge University Press, 1995.

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Moraga, Cherríe. The last generation: Prose and poetry. Women's Press, 1993.

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Giraffe on Fire. University of Arizona Press, 2001.

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Book chapters on the topic "American poetry, mexican american authors"

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Casal, Rodrigo Cacho. "Writing in the New World." In The Places of Early Modern Criticism. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198834687.003.0009.

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Over the turn of the sixteenth and seventeenth centuries, Spanish American poetry and poetic theory experience a crucial moment of affirmation. Literary networks strengthen their circle of influence, and several authors, both creole and settlers, are able to promote their careers, further facilitated by the printing press. Books such as Miscelánea austral (Lima, 1602/1603) by Diego Dávalos y Figueroa, Grandeza mexicana (Mexico City, 1604) by Bernardo de Balbuena, and Parnaso antártico (Seville, 1608) by Diego Mexía contain a number of texts which lay the foundations for a new American poetics. They constitute a canon of New World authors who fashion themselves at the centre of a transatlantic exchange, both as followers and innovators of the peninsular literary tradition of the Renaissance. Framed within the rhetorical genre of “defences of poetry” and “defences of women”, these poets put forward an engaging critical representation of their own poetic identity.
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"Teaching Mexican American/Chicano authors." In Latino/a Literature in the Classroom. Routledge, 2015. http://dx.doi.org/10.4324/9781315857527-17.

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"Index (of Authors & Poems)." In The New American Poetry, 1945–1960. University of California Press, 1999. http://dx.doi.org/10.1525/9780520354005-050.

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ARTEAGA-CASTILLO, Belinda, Martina ALVARADO-SÁNCHEZ, Edith CASTAÑEDA-MENDOZA, and Andrea TORRES-ALEJO. "Intellectual biography of Latin American academic women." In CIERMMI Women in Science T-X Humanities and Behavioral Sciences. ECORFAN, 2021. http://dx.doi.org/10.35429/h.2021.10.29.52.

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The text that we present here constitutes the progress of a collective investigation that emerged in the inter-institutional seminar on the history of women's education Aquelarre (Coven), named as a metaphor of the power of women and as a way to summon and describe the heterogeneous and vigorous group of academics that conform it, and who meet to debate, reflect and take action in the violent times in which we are living. From our first meetings, it was clear that the reason that brought us together was the need to understand –more deeply– the academic and Mexican women that we are approaching in this paper. But, in which way can we determine the main characters of these narratives? In what manner can we approach them? How to explain the plots these women have weaved to become the text they wanted to become? To apprehend these complex stories, we opted for a multidisciplinary perspective that combines history with gender perspective and intellectual biography. From there we tried to decipher the women summoned to our Coven. They are the Mexicans Luz Elena Galván (educational historian, author of multiple investigations and researcher trainer; we are focusing on her in this presentation), Belinda Arteaga and Marcela Santillán, as well as Peruvian Lucrecia Janqui. All of them willing to assert themselves to make their emotions, rational choices, alliances, proclamations and sedition acts visible. All of this with the intention of breaking apart, and emerging in the midst of silence, prohibition and obscurantism as victorious women who make their own way as they walk (as the poet once sung [reference to song]).
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"Academic Agency in Ya Novels by Mexican American Women Authors." In Gender(ed) Identities. Routledge, 2016. http://dx.doi.org/10.4324/9781315691633-5.

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Caplan, David. "4. Auden and Eliot." In American Poetry: A Very Short Introduction. Oxford University Press, 2021. http://dx.doi.org/10.1093/actrade/9780190640194.003.0004.

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“Auden and Eliot” looks at the poetic careers of T. S. Eliot and W. H. Auden, which both trouble the very idea of a national literature. The British-born Auden immigrated to the United States and the American-born Eliot immigrated to England. Both wrote significant poems before and after their moves. An examination of Auden and Eliot’s poetry allows us to consider how these two major poets understood American poetry and their place in it, the resources it gave them, and the limitations that frustrated them. Generations of readers have puzzled over these questions since they involve two major authors and the intersections of individual lives with complex issues of nationhood, including national identity, anxiety, and pride. In short, their work enriches the story of American poetry by complicating it.
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Wall, Eamonn. "The poetry of accumulation: Irish-American fables of resistance." In Tracing the Cultural Legacy of Irish Catholicism. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9781526101068.003.0007.

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Eamonn Wall’s discussion of Irish American Catholic experience reveals many similarities on either side of the pond, and some differences also. The Irish American authors and commentators provide unique perspectives on many facets of Irish life, including the unique role played by the Catholic Church. Among the authors discussed are Frank McCourt, whose account of a poor Catholic childhood in Limerick is so memorably captured in the best-seller, Angela’s Ashes, Colum McCann, Colm Tóibín and Mary Gordon. Similarly, the theologian Richard P. McBrien, journalist and writer Maureen Dezell, and sociologist Andrew Greely combine to illustrate the impact that the Irish Church has had on its American equivalent. Wall maintains that looking towards Ireland from the US, and drawing on American notions of egalitarianism and individual freedom, sometimes allows for a more dispassionate view of Ireland’s Catholic heritage and enables envisaging its future with a far greater clarity than can be achieved when change is all around you.
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Cepeda, Alice, Esmeralda Ramirez, Jessica Frankeberger, Kathryn M. Nowotny, and Avelardo Valdez. "Nondisclosure of IPV Victimization among Disadvantaged Mexican American Young Adult Women." In Latinas in the Criminal Justice System. NYU Press, 2021. http://dx.doi.org/10.18574/nyu/9781479804634.003.0004.

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As gang activity in the United States continues to steadily increase, adolescents and young adults living in low-income neighborhoods are at disproportionate risk for violence offending and victimization. As research on youth violence has generally focused on males, scholars know much less about the females in these contexts who are particularly vulnerable to intimate partner violence (IPV) victimization given their connection with delinquent gang-involved young men. For these adolescent females, their victimization experiences are established and reinforced by the street-oriented gang environment to which they have been exposed. Further, scholars know very little about the nature, extent, and patterns of these young victims’ help-seeking behaviors. Research indicates that for Latinas, rates of disclosing victimization and underutilization of services are affected by cultural factors including gender roles, belief in preserving the family unit, shame, and patriarchal structures. Nevertheless, the extent of what scholars know about Latina victims remains limited. Using data from a fifteen-year longitudinal study of Mexican American women who were affiliated with male gang members as adolescents, the authors highlight young Latina women’s help-seeking response (social, legal, and health services) to their victimization experiences.
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Stanciu, Cristina. "Boarding School Poetry, Carlisle Indian Industrial School, and the Demands of Americanization Poetics and Politics at the Turn of the Twentieth Century." In American Literary History and the Turn toward Modernity. University Press of Florida, 2018. http://dx.doi.org/10.5744/florida/9780813056043.003.0004.

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This chapter focuses on the under-examined corpus of Carlisle poetry, viewing it as a vital archive for theorizing the role of the American Indian intellectual tradition in negotiating Americanization discourses at the turn of the twentieth century. Materials published in newspapers and magazines at Carlisle Indian Industrial School in Pennsylvania (1879–1918) include “Carlisle poetry,” which encompasses original poetry by Native American students, reprints of poems by Indian authors, poems by school personnel, and poems by well-known American authors. This poetry, along with the letters and articles published in Carlisle newspapers and magazines, is complicit with the ideological underpinnings of the institution’s ambitious goals of “making” Indian students into Americans, even as elements of this literature critique the Americanization that Carlisle boarding school demanded of its students.
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Daw, Sarah. "Nature and the Nuclear Southwest: Peggy Pond Church and J. Robert Oppenheimer." In Writing Nature in Cold War American Literature. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474430029.003.0003.

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Chapter Two takes as its subject the New Mexican poet Peggy Pond Church. Although Church is not a canonically recognised writer, this chapter reveals that her poetry and prose writings contain innovative depictions of an infinite, ecological Nature that is even capable of containing the new nuclear threat. Church’s biography places her at the centre of the story of the nuclear Southwest; her family was evicted from her father’s Ranch School when the US government repossessed their land to make way for the Manhattan Project in 1942. The main body of this chapter reads Church’s poetry alongside an exploration of her interest in Pueblo Native American thought, revealing the degree to which Church drew on the Pueblo worldview in forming the ecological vision of the human relationship to Nature that defines her writing. The final section of the chapter explores the relationship between Church’s writings and those of her neighbour and correspondent, the atomic physicist J. Robert Oppenheimer, exposing the synergies between both writers’ contemporaneous depictions of ecology.
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