Academic literature on the topic 'Cape Verdean Short stories'

O presente trabalho, relacionado ao estudo desenvolvido pelo projeto de pesquisa intitulado Mulheres fortes: O conto africano de língua portuguesa de autoria feminina (PROBIC/FAPERGS), tem por objetivo analisar a condição feminina presente em nove contos da obra Mornas eram as noites, de autoria da escritora cabo-verdiana Dina Salústio. A partir da leitura de obras críticas de especialistas nas literaturas africanas de língua portuguesa, como Maria Aparecida Santilli (2007), Manuel Ferreira (1987), Pires Laranjeira (1995) e Simone Caputo Gomes (2006; 2013), assim como em artigos publicados em revistas acadêmicas, revisamos a fortuna crítica da autora com o intuito de conhecer seus temas. Nas nove narrativas, observamos que há figuras femininas diferenciadas, representando um amplo apanhado de todas as classes sociais e de diferentes idades. A grande maioria das histórias é narrada em primeira pessoa, o que aproxima o leitor da condição feminina e também funciona como uma espécie de pedido de cumplicidade por parte das narradoras para sentir-se parte desse emaranhado de sentimentos e situações em que elas se encontram.Palavras-chave: Literatura de autoria feminina. Conto. Literatura cabo-verdiana. Dina Salústio. Condição feminina.ABSTRACTThis article, related to the study developed in the research project Strong Women: African short stories written by women writers (PROBIC/FAPERGS), aims to to analyze the women’s condition in 9 (nine) short stories in Warm were the nights, by the Cape Verdean writer Dina Salústio. From the reading of critical works by scholars of African Literature in Portuguese Language such as Maria Aparecida Santilli (2007), Manuel Ferreira (1987), Pires Laranjeira (1995) e Simone Caputo Gomes (2006, 2013), as well as articles in academic journals, we revised the critical works about the author to get a better knowledge of her themes. In the nine narratives, we noted that there are differentiated feminine figures, representing a broad view of all social classes and different ages. The majority of stories were narrated in the first person, which connect the reader to the women’s condition as well as it works as a kind of asking for partnership by the narrators to feel part of this connection of feelings and situations in which the characters are involved. Keywords: Women’s writing. Short story. Cape Verdean Literature. Dina Salústio. Women’s condition.

<p>Este ensaio contempla as representações identitárias caboverdianas presentes nos contos da escritora Orlanda Amarílis e como tais representações se inserem em um projeto crítico da autora. Os movimentos diaspóricos das personagens transformam suas configurações identitárias, e o modo como elas são construídas revela um profundo questionamento a respeito do lugar que os cabo-verdianos e a literatura proveniente de Cabo Verde ocupam no cenário mundial.</p> <p>This paper contemplates the Cape Verde representations of identities present in the short stories of the writer Orlanda Amarilis, and in which ways these representations are introduced in a critical project of the author. The diasporic movements of the characters turn their identities’ configurations, and the way they are built reveals a profound questioning about the place in which the Cape Verdeans and the literature from Cape Verde occupy the world scenery.</p>

The #MeToo and Time’s Up movements have sparked a significant cultural shift in the United States around sexual harassment and abuse by creating an environment of support, rather than one that punishes and silences women and men who come forward to tell their stories about abuse of all kinds. The Cape Verdean community faces a variety of complex challenges and barriers in addressing intimate partner violence. This article chronicles my experiences reporting the study findings from the Cape Verdean Women’s Project (CVWP), which included Cape Verdean women’s perceptions of intimate violence and their recommendations for social change.

Many problems exist for United States (U.S.) descendants of Cabo Verde (In 2015, the government of Cabo Verde asked in the United Nations that the official name be Cabo Verde in all documents, opposed to the colonial version, “Cape Verde”) Islands seeking dual citizenship. Much of this is due to multiple 20th century racial discriminatory practices by the U.S. in soliciting cheap labor from Cabo Verde Islands, including changing the birth names of Cabo Verdean immigrants when they entered the United States. Without knowing the true birth names of their ancestors, descendants such as myself have no access to proof of birth in the dual citizenship process. Years often pass by as Cabo Verdean Americans search for clues that may lead to proving their legal status through family stories, and track related names as well as birth and death records. For many, dual citizenship may never be granted from the Cabo Verdean government, despite having U.S. death certificates that state that the family member was born in Cabo Verde. This autobiographical case study explores why so many Cabo Verdean Americans seek dual citizenship with a strong desire to connect to their motherland. Moreover, issues related to language, class and colorism discrimination between Cabo Verdean-born immigrants and descendants in the U.S. are explored. In so doing, the researcher hopes to ameliorate the divisions between the current government policies and Cabo Verdean American descendants, as well as build greater intracultural connections between those born in the Cabo Verde Islands and those born in the U.S. and elsewhere.

"Liminal Spaces and the Ecomorphic Self in Alistair MacLeod’s Short Stories. Starting from the observation that Cape Breton Island, the distinctive setting of Alistair MacLeod’s fiction, is a “borderland” lying at the intersection of complementary elements (past – present, tradition – individuality, humans – environment), this paper proposes a general discussion of liminality in the author’s work as well as a close reading of two of his short stories, “The Road to Rankin’s Point” and “Island”, with the aim of highlighting how a relational, ecomorphic self-arises in the wake of symbolic encounters that lead to a reassessment of the subject’s position within their biological and cultural milieu. Keywords: Alistair MacLeod, Cape Breton, liminality, borderlands, ecomorphism. "

This interview was conducted on 16 May 2009 at Le Quartier Francais in Franschhoek, Cape Town, South Africa. Petina Gappah is the third generation of Zimbabwean writers writing from the diaspora. She was born in 1971 in Zambia, and grew up in Zimbabwe during the transitional moment from colonial Rhodesia to independence. She has law degrees from the University of Zimbabwe, the University of Cambridge, and the University of Graz. She writes in English and also draws on Shona, her first language. She has published a short story collection An Elegy for Easterly (2009), first novel The Book of Memory (2015), and another collection of short stories, Rotten Row (2016). Gappah’s collection of short stories An Elegy for Easterly (2009) was awarded The Guardian First Book Award in 2009, and was shortlisted for the Frank O’Connor International Short Story Award, the richest prize for the short story form. Gappah was working on her novel The Book of Memory at the time of this interview.

Stories, places: storied place and placed story . . . the universe is not simply a place but a story –a story in which we are immersed, to which we belong, and out of which we arose. –Brian Swimme & Mary Evelyn Tucker ABSTRACT For a while now I have been ‘wondering’ about, pondering the link between story and place, inhabitant and colonizer: the inextricable and intractable connections that come into being between them. And so in this short diffractive piece where a constellation of concepts (space, place, story, performance, hospitality, refrain, vibe, power to/power over, rhizomes etc.,) come together with no one ‘truth’ privileged, I hope to explore those connections and provide some compelling examples of story as place and place as story with particular reference to one particular place, a school, and the inhabitants of one particular classroom in that school in Cape Town, South Africa. For in schools where matter, in all its forms, is ‘storied’–has its own story to tell–and storified, stories matter.

The short stories of Alistair MacLeod are strongly influenced by the traditional folk culture of the descendants of the Scots originally displaced by the highland clearances, especially those who settled in Cape Breton. In his treatment of that culture, however, MacLeod develops an ambivalent tension between past and present that results in his characters being caught between the two, tied to the former by memory while struggling to adjust to the demands and harsh realities of the latter.

155 Background: We have developed and tested the Personal Patient Profile-Prostate (P3P), an efficacious decision intervention for men with localized prostate cancer (LPC). Usability evaluations in minority men of varying education levels suggested additional development needs for this web-based intervention. Establishing the link between health literacy and comprehension and use of education materials is important as we develop interventions for all patients with cancer and is critical to assuring informed consent to treatment and adherence to therapeutic regimens. Appropriate methods of literacy assessment are infrequently used in clinical settings. Methods: The purpose of this analysis was to explore feasibility of health literacy testing prior to P3P use in minority men with a new diagnosis of LPC. Black and Hispanic men were recruited at 3 Boston hospitals. Prior to using the P3P, patients completed the Short Assessment of Health Literacy-English (SAHL-E), an 18-item measure of an adult’s ability to read and understand medical terms. Scores >14 indicate adequate health literacy. Assessment duration was recorded and demographic information collected. Results: Nine men participated in the first 3 months of the study. All identified as Black/African-American, and three also identified as Hispanic/Latino (Dominican, Central American, Cape Verdean). Participants’ median age was 68 (range 52-77), and education level ranged from less than high school diploma to post-graduate degree. Administration of the SAHL-E took from 4 to 12 minutes (median=5). Data completeness was high. Scores ranged from 5 to 18 (median=16), with two patients scoring below 14; these two with low health literacy were the only two without any college education and also required at least 10 minutes to complete the screening. Conclusions: The SAHL-E was a feasible approach to screening for health literacy in a sample of minority men prior to providing a patient decision support intervention. Preliminary results suggest some ability to identify those patients who will require greater support during use of educational interventions or understanding written documents.

Mental health problems are a major cause of disability and morbidity of modern societies, as several epidemiological studies have evidenced. International reports indicate that before the age of 18 at least 20% of children and young people have a mental health problem, which highlights the importance of early intervention in order to promote good mental health. In this context, in the last two decades scientific research has consistently focused on the role of Social and Emotional competencies as predictors of mental health, well-being and academic success along the life course. Less adjusted social and emotional functioning is associated with various behavioral, personal, social and academic difficulties. The study and promotion of social and emotional competencies in children and young people, as part of their healthy development, is therefore considered as a national priority in many countries. The importance of social and emotional competences promotion has been reinforced with the acknowledgment of the resilience concept as a crucial process for overcoming successfully the adversities that we face throughout our life. This process draws on a combination of external resources that are available to children and young people, as well as internal assets that encompass social and emotional competences. Promoting resilience in children and adolescents that have had to deal with with adversity has been the focus of many researchers who work in this field. If social and emotional skills are one of the pillars of resilience, the promotion of resilience naturally implies the learning of these skills and how they can be used when we are confronted with challenges or significant life events. This special issue draws on six articles, arising from a call for papers exploring on Social and Emotional Competences and Resilience, following the 5th ENSEC Conference, hosted by the University of Lisbon, Portugal, in July 2015, and includes national and international contributions on this topic. The first article, by Diego Gomez-Baya and colleagues, entitled Emotional basis of gender differences in adolescent self-esteem, explores gender differences in emotional intelligence and self-esteem in Spanish adolescents. Results showed that girls presented lower overall self-esteem and lower perceived emotional intelligence than boys. Additionally, high-perceived emotional attention was related to lower self-esteem in girls and to higher perceived emotional clarity and repair in boys, which in turn were associated with higher self-esteem. The authors close the article with some important implications for the design of programmes to improve girls’ self-esteem through a focus on emotional attention. Valéria Silva and colleagues study, called the Preliminary study for validation of questionnaire “CDC - body, dance and community” for teenagers, describes the validation of a questionnaire for young dance practitioners. This study was developed in dance classes for young people aged between 6 to 12 years old, organized by Art Centers of Rio de Janeiro, Brazil, aiming at looking into the benefits of dance, both in physical (expressiveness and self-perception of emotions), affective (self-confidence and well-being) and social dimensions (interaction and social participation with family, school and community). A questionnaire developed, comprised 105 items in a 5 point Likert scale, demonstrated adequate validity and reliability which allowed the researchers to identify the benefits of dance in two dimensions, the first called affective and social representations of dance and the second designated as personal and social representations of dance. The article by Anjali Ghosh, entitled Expressive Differences for Emotions in Hearing Impaired and with Hearing Individuals, explores difference between hearing impaired and hearing adolescents in an Indian context. Results demonstrated interesting differences between the two groups which have implications for developing work with both groups, and some particular insights relating to how work might be developped in an Indian context. The article of Paulo Dias and colleagues, entitled Further evidence for the structure of the resilience scale in Portuguese language countries: an invariance study with Brazilian and Portuguese adolescents, explores the resilience concept, its associated factors and outcomes, and in particular the measurement issues around this concept. The study presented by the authors aimed to analyze the structural invariance of the Wagnild and Young’s Resilience Scale, as one of the most know and widely used resilience measure across the world, in this case with a sample of Portuguese and Brazilian adolescents. In this article two models, namely the original five and two factor solutions, were tested with the full 25 items version scale, as well as an alternative one factor model for the14-item short version. The results suggested that the short version can be used for cross-cultural studies since the one factor model tested with the short version scale presented a good fit for the Portuguese and Brazilian samples. Sandra Roberto and colleagues research, “The place I long to be": Resilience processes in migrants, aims at understanding the contexts of adversity and resilience resources of migrants in Portugal. This study was conducted to understand the migration process, particularly, the meanings attributed by Cape Verdean migrants to their life in the country of origin, including the decision to migrate, as well as adversities, resources and adjustment. Using biographical narratives two main dimensions of relevance were identified: cultural differences and interpersonal relationships with the Portuguese concluding that resilience is an ongoing process, changing over time, which includes the annulment of adversity's impact, developing alternative possibilities or overcoming adversities by integrating them into trajectories and life paths. Finally, the last article, Resilience and self-concept of competence in institutionalized and non-institutionalized youth, by Maria Helena Martins and Vanessa Neto, focuses also on resilience, in this case in institutionalized and non-institutionalized youth. Considerations about institutionalization are made by the authors highlighting positive and negative impacts on youth development. Their research explored the relations between resilience and the self‑concept of competence in these two groups. Interestingly the results showed no significant differences between the two groups in terms of resilience, but the non-institutionalized sample revealed higher scores on the self-concept of competence, while the correlation between these two variables is stronger in the institutionalized group. The influence of other variables, such as gender, age, school grade, and school retentions is also investigated. Implications for practice are suggested namely the importance of resilience promotion in care institutions.

The following work is a collection of short stories, each of which is set in Southeastern North Carolina in a particular medium-sized town. The stories are concerned with the idea of place and with what it is like to have lived all of one’s life in one setting. Thus, the characters here range from childhood to old age, they are from various social classes, and they occupy varying roles in both traditional and non-traditional families. The concern of this collection is how people of all stripes occupy a single place for generations, and more specifically what the nature of community is.

As produções literárias de Orlanda Amarílis, Ivone Aida e Fátima Bettencourt, sob a forma de conto, constituem o objeto central dessa pesquisa e, a partir do corpus selecionado, buscamos identificar e compreender as opções de construção de personagens e de narração que definem, nas coletâneas Cais-do-Sodré té Salamansa, Vidas vividas e Semear em pó, respectivamente, representações sociais de gênero e características do Bildung (formação da personagem), com base numa hermenêutica do cotidiano cabo-verdiano no arquipélago e na diáspora. No primeiro capítulo, procuramos estabelecer um campo teórico, de largo espectro, que pudesse dar suporte às nossas ilações, para tanto aplicando os vários conceitos que orientaram a nossa visada sobre o objeto da pesquisa, como: entre-lugar, póscolonialismo, hermenêutica do cotidiano, diáspora, Bildungsroman feminino; em seguida passamos a uma incursão no contexto histórico, na biobibliografia das autoras e na conformação das coletâneas, pretendendo situar as obras para o nosso leitor. Iniciamos o processo de análise, logo na primeira parte do segundo capítulo, procedendo a uma investigação sobre os títulos dos contos e sua representação na diegese. Na segunda parte, buscamos investigar com mais detalhe os processos de estruturação das personagens, empreendidos pelas três escritoras, com vista a compreendermos os diversos modos de apreensão e representação do universo cabo-verdiano, especialmente o de vivências femininas de submissão, resistência e emancipação. O terceiro capítulo, que complementa o de panorâmica da construção das personagens, será dedicado a examinar, de forma sucinta, a atuação dos(as) narradores(as), que, em conjunto com as personagens, revelam a mundividência que as escritoras querem registrar na ficção, no intuito de introduzir uma ótica feminina e, por vezes, feminista, ao cânone literário cabo-verdiano, predominantemente masculino. O quarto capítulo foi dedicado a uma sistematização das conclusões.
The central object of this research is based on Orlanda Amarílis, Ivone Aida and Fátima Bettencourts short story production from the selected corpus, we attempted to identify and understand the choice for constructing characters and narration that define in the collections Cais-do-Sodré té Salamansa, Vidas vividas and Semear em pó, respectively, social representations of gender and characteristics of the Bildung (character formation), based on Cape Verdeans hermeneutics of everyday life both in the archipelago and in the diaspora. On the first chapter we tried to establish a broad theoretical field that could support our inferences, thus applying various concepts that oriented our look at the researched object, such as: in-betweenness, post-colonialism, hermeneutics of everyday life, diaspora, the female Bildungsroman. Then we moved to the historical context at the authors bio-bibliography and in the conformation of the collections with the intention to locate the works for our readers. We began the analysis process, on the first part of the second chapter, investigating the titles of the stories and their representation in the diegesis. On the second part, we researched in more detail the processes of structuring characters, undertaken by the three writers, in order to understand the different modes of apprehension and representation of the universe of Cape Verde, especially the experiences of female submission, resistance and emancipation. The third chapter, which complements the overview of the construction of the characters, will be devoted to examine briefly the action of narrators, which together with the characters reveal the worldviews that the writers want to register in fiction in order to introduce a feminine viewpoint and sometimes feminist literary canon to Cape Verde still predominantly masculine. The fourth chapter is devoted to classifying the findings.