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Dissertations / Theses on the topic 'Puerto Rican literature'
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1
Redela, Pamela Morgan. "The violent everyday : women and the public/private divide in the short fiction of Ana Lydia Vega and Rosario Ferré /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2005. http://wwwlib.umi.com/cr/ucsd/fullcit?p3170231.
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Castrodad, Rodriguez Patricia M. "Young Puerto Rican Children's Exploration of Racial Discourses Within the Figured World of Literature Circles." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195418.
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This study examines the racial discourses of six and seven year old Puerto Rican children participating in small group literature circles over one academic year. The main research question is "How do Puerto Rican young children in a multiage classroom construct race through dialogue within the figured worlds of literature circles?"This study is based on teacher research qualitative research design, using methods and techniques from ethnography and case study research. This study describes the dialogue of 20 Puerto Rican children, during 4 literature circles. These were chosen as case studies to examine in depth student's racial ideological explorations. Data gathering methods included field notes from participant observation, audiotapes, videotapes, and transcripts.A detailed description and analysis of children's responses to literature, this study documents how young Puerto Rican children's ambiguity and inconsistent usages and meanings of racial terminologies to signify their worlds. Through emerging ideological discourses such as colorblindness and esentializing discourses, young children explore discomfort instead of neutral, inclusive and unifying racial constructions, along with racial harmony that celebrates goodwill and benevolence. Literature circles as figured worlds informed by Rosenblatt's reader-response theory and Holland, Lachicotte, Skinner and Cain (2003) social practice theory of identity, are proposed to be a space were racial identities form and reform, facilitating variable forms of racial talk.The findings of this research illustrate the importance of teacher research as one form of qualitative research to illustrate the complexity of children's racial talk aimed toward educational racial understandings and change. The importance of racial discourses in young children's racial explorations to signify their worlds.
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Rodriguez-Connal, Louise Marie. "Toward transcultural rhetorics: A view from hybrid America and the Puerto Rican diaspora." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284572.
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I theorize about cultural hybridity; specifically, I theorize about transcultural rhetorics to consider the positive capabilities those rhetorics encourage in students within composition classrooms. People in our society frequently ignore and devalue hybridity and multiplicity, which are facts in our culture. Therefore, minority students, who are more likely to display transcultural elements in their rhetorics, also face devaluation of their use of language. People associate minority members of society with poor language use because their rhetorics "differ" from the USAmerican standard. This contributes to dismissal of transcultural rhetorics in classroom settings. Teaching standard uses of language negates other possible language strategies. Yet transcultural rhetorics provide a means to encourage students to value their potential and contributions to the communities with which they engage. I argue that teaching language and writing skills should use multiple approaches and encourage students' abilities to negotiate multiple discourse communities. Allowing people to move and to fit into more than one or two cultures will enhance success and survival in both dominant and non-dominant cultural groups. I use discussions by and about women-of-color to illustrate some of the real and significant issues revolving hybridity and acculturation/assimilation practices. Doing so helps to illustrate the psychological, social, and other political issues surrounding hybrid-USAmericans as they engage with education. While an increasing number of writers and teachers value and use rhetorics that represent multiplicity, teachers and writers need to understand and address the political and psychological processes hybrid people experience. The fact that many teachers encourage the kinds of writing research that I advocate does not negate the need for broader use of transcultural rhetorics. I present various ways that teachers can teach and encourage transcultural rhetorics within the dissertation. Although transcultural rhetorics can work for all teachers and all students, I focus on Latina writers because they frequently need greater understanding of their literate foremothers and the value of their Latina skills in USAmerican education. The work that follows urges teachers of composition and their students to use the transcultural rhetorics as one of many possible ways of transforming the world of academia and beyond.
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González-Robles, Aura E. "Creating Spaces for Critical Literacy within a Puerto Rican Elementary Classroom: An Ideological Model of Literature Discussions." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/225891.
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This study, conducted in a third-grade classroom in Puerto Rico, analyzed the development of literature discussions, in which through dialogues with the teacher and each other, students learn how to discuss, analyze, and reflect upon what they are reading in class, and relate what they learn to their own circumstances. A combination of three theoretical perspectives served as guide: Reader Response Theory (RRT), which addresses how the dialogue featured in literature discussions helped develop understandings about how power, ideology and identity are interwoven in society; Postcolonial Theory (PT) and Critical Race Theory (CRT), which addresses the dynamics and relations of power in neo-colonial contexts, such as Puerto Rico. The research questions were as follows:1. How do literature discussion and critical literacy practices influence students' understandings of social issues? a) How do these discussions about social issues influence students' understandings of Puerto Rican society and identity? b) How do these discussions influence students' understandings of how political relations constitute Puerto Rican reality? c) How do students take action based on their developing understandings of society? I relied on ethnographic methods, such as participant-observation, interviews, and videotapes of literature discussions, to document how the students, with the help of their teacher, develop discourse practices that allow them to reflect, analyze and discuss their readings, and then plan and take social action on the issues they have studied. I used Critical Discourse Analysis (CDA) as a central strategy of analysis, identifying three major categories that formed part of a broader Identity Theme: Personal, Gender, and Social. A significant aspect of the study is that literature discussions of books based on social issues provide multiple opportunities to reflect, create dialogue, and build understanding about who we are in our current society, who the others are, and provide spaces to develop as social agents. This production of spaces for reflecting on reality, central to this study, fosters in the students a deep process of constructing meaning, elaborates their skills and strategies in reading for a critical understanding of texts and related social issues, and enhances their taking of action for social change.
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Sambolin, Aurora. "The phenomenon of self-translation in Puerto Rican and Puerto Rican U.S. diaspora literature written by women : the cases of Esmeralda Santiago's América's Dream (1996) and Rosario Ferré's The House on the Lagoon (1995), from a postcolonial perspective." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/the-phenomenon-of-selftranslation-in-puerto-rican-and-puerto-rican-us-diaspora-literature-written-by-women-the-cases-of-esmeralda-santiagos-americas-dream-1996-and-rosario-ferres-the-house-on-the-lagoon-1995from-a-postcolonial-perspective(7ccb3968-0452-436e-b8ff-c2592da41808).html.
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This research aims to understand self-translation as a postcolonial, social, political, cultural and linguistic phenomenon and it focuses on how it communicates a hybrid transcultural identity that not only challenges the monolingual literary canons and concepts of national homogeneous identities, but also subverts to patriarchal society. Thus, I understand self-translation as a mean of empowerment and contestation. The cases under study are Puerto Rican writers Rosario Ferré and Esmeralda Santiago, and their novels The House on the Lagoon and América’s Dream, written in English and translated into Spanish by the authors themselves. I believe that Rosario Ferré and Esmeralda Santiago are representative of a group of writers, artists and intellectuals who through their work originated from the island and from the U.S. Diaspora, have aimed to give voice to a Puerto Rican postcolonial hybrid identity that has been silenced until recently. Therefore, they disrupt the official national cultural and linguistic discourse about the Puerto Rican identity that has been weaved by the Spanish language in opposition to U.S. colonialist attempts of linguistic and cultural assimilation. This dissertation is located in the intersection between the fields of comparative literature, translation, cultural, gender and postcolonial studies. The question that guides this research is: Is self-translation in the case of Puerto Rico, a result of cultural hybridity in Puerto Rico’s postcolonial context?Therefore, this is a multidisciplinary research project that integrates elements from the humanities and the social sciences. Methodologically, it integrates qualitative and quantitative approaches. Hence, hybridity is embedded in this research not only because it discusses English and Spanish writing, but because it includes textual analysis, content analysis and statistical analysis. The main finding is the deep conection between socio-political context, language, culture, identity, power and translation that supports the idea that self-translation is a postcolonial act, which in the case of Puerto Rico is strongly related to hybridity as an everyday practice of identity affirmation.
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Schwalen, Anja Margarethe. "American dream and German nightmare? identity, gender, and memory in the autobiographic work of Esmeralda Santiago and Emine Sevgi Ozdamar." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1905.
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Carrasquillo, Tania. "Reina la zafra: [Re]presentación de la sociedad azucarera en la narrativa Puertorriqueña, siglos XIX y XX." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2453.
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This dissertation analyzes the representation of sugar plantation societies in nineteenth and twentieth century Puerto Rican literature. Using an interdisciplinary approach, I study the socio-historical, political, and economic development of the sugarcane industry in Puerto Rico as represented in the literary works of Manuel Zeno Gandía, Enrique A. Laguerre, René Marqués, and Rosario Ferré.
Scholars have tended to examine their works separately; however, I study how these writers from different literary generations develop a cohesive literary project, reshuffling the periodization of Puerto Rican literature by their focus on the sugar industry. Consequently, the literary works intersect with each other to provide a complete picture of the evolution and decline of the sugar plantation and its effects on the social imaginary of Puerto Rico. I use this term to mean both social practices of Puerto Rican society as well as its class stratification and political struggles.
My theoretical approach is based on Antonio Benítez Rojo, "The Repeating Island: The Caribbean and the Postmodern Perspective" (1992), where the sugar plantation is defined as the principal unifying entity across the Caribbean, repeated continuously through time and space. I also rely on socio-historiographical approaches developed by Ramiro Guerra, Francisco Scarano, and Ángel Quintero Rivera, whose analyses of the sugar cane industry in the Caribbean shed light on class conflicts, primarily between the sugar oligarchy and factory workers.
This dissertation suggests a homology between the socioeconomic structure of the sugar plantation and the Puerto Rican literary canon. I conclude that Puerto Rican writers have recoded the imaginary of the plantation in response to political events and economic shifts within the sugar industry. While Manuel Zeno Gandía and René Marqués promote and redefine its value system, other writers, such as Enrique A. Laguerre and Rosario Ferré, have transgressed the hacienda system to articulate the voice of those communities marginalized by the sugar plantation.
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Pérez-Padilla, Rita M. "De pura cepa: Seis cuentos de Puerto Rico, 1548–2017." Oberlin College Honors Theses / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1526397339724881.
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Pacheco, Lozada Zaira. "Manuel Abreu Adorno: El mundo como escenario literario." Doctoral thesis, Universitat de Barcelona, 2015. http://hdl.handle.net/10803/299532.
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La literatura de Manuel Abreu Adorno representa un quiebre respecto al uso de las metáforas de identidad nacional, de las cuales se habría apropiado la literatura del canon puertorriqueño. A lo largo de su obra literaria observamos cómo las relaciones entre el individuo y una identidad estable pierden el papel protagónico que le habría otorgado la literatura nacional. Mientras la literatura nacional se preocupa por una definición homogénea de la identidad, la literatura posnacional se centra en plantear construcciones identitarias más apropiadas ante los cambios que ha producido la globalización en el mundo contemporáneo. En esta tesis estudiaremos cómo se lleva a cabo esta ruptura en la obra de Abreu Adorno y de qué formas las teorías de literatura posnacional se convierten en un espacio de reflexión para obtener una interpretación más amplia de su proyecto literario.<br>Manuel Abreu Adorno's literature represents a change in the use of the national identity metaphors, of which would have appropriated the Puerto Rican literary classics in the past decades. As proof, within his writings we see various characters who are not anchored to any specific territory. Because of this, the search for a homogeneous identity looses the prominence that has in national literature. Instead, post national literature, a phenomenon that emerged in the late XIX and early XX centuries, presents identity constructions related with the changes resulting from globalization in the contemporary world. In this article we will study how post national tradition establishes a dialogue with the work of Abreu Adorno and in what ways it becomes a reflection space for a broad interpretation of his literary project.
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Rodriguez, Zina L. "Writing to survive nuyorican literary and cultural performativities across genres in the 1970s and 1980s /." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1874932051&sid=1&Fmt=7&clientId=48051&RQT=309&VName=PQD.
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Peçanha, Jorge Luiz Monteiro. "Living on the hyphen: diaspora, identity and memory in Jamaica Kincaids Annie John / Lucy and Esmeralda Santiagos When I was Puerto Rican / Almost a woman." Universidade do Estado do Rio de Janeiro, 2012. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=4103.
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Esta dissertação tem por objetivo investigar o desenvolvimento de identidades de sujeitos diaspóricos em formas de narrativas nas quais a memória tem um papel crucial. As autobiografias e os memoirs têm despertado a curiosidade de muitas pessoas interessadas nos processos de construção de identidade de indivíduos que vivem em realidades singulares e nos relatos que dão sobre suas próprias vidas. Assim, o crescente interesse em diásporas e nos decorrentes deslocamentos fragmentários, provocados pelo distanciamento de raízes individuais e pelo contato com diferentes códigos culturais, poderiam legitimar as narrativas autobiográficas como maneiras estratégicas de sintetizar os nichos de identificação de autores e autoras que experimentaram uma ruptura diaspórica. Desta forma, ao analisar estes tipos de narrativas, deve-se estar atento às especificidades de algumas escritoras que passaram por processos diaspóricos e a como elas recorreram as suas memórias pessoais para, em termos literários, expressar suas subjetividades. Considerando todas essas idéias, tenciono usar Annie John e Lucy, de Jamaica Kincaid e When I Was Puero Rican e Almost a Woman, de Esmeralda Santiago como fontes de análise e amostras do desenvolvimento de identidades diaspóricas em narrativas autobiográficas<br>This dissertation aims at investigating the development of the identities of diasporic subjects in forms of narratives in which memory plays a crucial role. Autobiographies and memoirs have awakened the curiosity of many people interested in the processes of identity construction of individuals who live in singular realities and the accounts they give of their own lives. Thus, the crescent interest in diasporas and the ensuing fragmentary dislocations provoked by the distancing of ones roots and the contact with different cultural codes might legitimize autobiographical narratives as strategic ways to synthesize the niches of identification of authors who experienced a diasporic rupture. In this way, when analyzing these kinds of narratives, one should be attentive to the specificities of some writers who have gone through diasporic processes and how they resort to their personal recollections in order to, in literary terms, express their subjectivities. Bearing all these ideas in mind, it is my intention to use Jamaica Kincaids Annie John and Lucy, and Esmeralda Santiagos When I Was Puerto Rican and Almost a woman as sources of analysis as well as samples of the development of diasporic identities in autobiographical narratives
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Rivera, Casellas Zaira O. "Historical inscriptions: Black bodies in contemporary Puerto Rican narrative." 2003. https://scholarworks.umass.edu/dissertations/AAI3110547.
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This dissertation addresses questions of the body that is imagined within contemporary Puerto Rican literature. Specifically, I focus on how the Afro-Puerto Rican body, as a site of artistic representation, articulates particular conceptions of history and narration in contemporary Puerto Rican culture. I have examined the texts of Luis Palés Matos, Isabelo Zenón, Edgardo Rodríguez Juliá and Beatriz Berrocal. In this study I argue that the literary embodiment of the Afro-Puerto Rican self is the crucial site where conflicting national discourses have been written and read, and as such demonstrates its ambivalent role in the struggles towards emancipation, citizenship and autonomy in the twentieth-century. Ultimately, the ways in which these texts construct relations based on the Afro-Puerto Rican experience have highlighted the inconsistencies, irregularities and upheavals that have characterized Puerto Rican literary, social and political history. Given the extent to which my approach is intertwined with other mainstream and marginal literary traditions, I have explored the historical and conceptual links of the chosen Puerto Rican texts with Caribbean, Latin American, and African-American literary traditions. By highlighting the Afro-Puerto Rican body and its cultural development, my examination reveals that one of the main intentions of this literary trend is to socially organize in the world of fiction the consciousness of the racial group. Stories of escape from bondage, redemptive suffering, and struggles of the weak against colonizing powers have led writers to particular ways of creating pseudo-autobiographical dramatizations of the Afro-Puerto Rican self. In fact, a consideration of Afro-Puerto Rican literature beyond just being about black themes can provide a reorientation for the analysis of contemporary Caribbean literary aesthetics. These are issues that my work will advance in the field of Afro-Hispanic and Latin American literatures.
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Azank, Natasha. "The Guerilla Tongue": The Politics of Resistance in Puerto Rican Poetry." 2012. https://scholarworks.umass.edu/dissertations/AAI3498327.
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This dissertation examines how the work of four Puerto Rican poets – Julia de Burgos, Clemente Soto Vélez, Martín Espada, and Naomi Ayala – demonstrates a poetics of resistance. While resistance takes a variety of forms in their poetic discourse, this project asserts that these poets have and continue to play an integral role in the cultural decolonization of Puerto Rico, which has been generally unacknowledged in both the critical scholarship on their work and the narrative of Puerto Rico’s anti-colonial struggle. Chapter One discuses the theoretical concepts used in defining a poetics of resistance, including Barbara Harlow’s definition of resistance literature, Edward Said’s concepts of cultural decolonization, and Jahan Ramazani’s theory of transnational poetics. Chapter Two provides an overview of Puerto Rico’s unique political status and highlights several pivotal events in the nation’s history, such as El Grito de Lares, the Ponce Massacre, and the Vieques Protest to demonstrate the continuity of the Puerto Rican people’s resistance to oppression and attempted subversion of their colonial status. Chapter Three examines Julia de Burgos’ understudied poems of resistance and argues that she employs a rhetoric of resistance through the use of repetition, personification, and war imagery in order to raise the consciousness of her fellow Puerto Ricans and to provoke her audience into action. By analyzing Clemente Soto Vélez’s use of personification, anaphora, and most importantly, juxtaposition, Chapter Four demonstrates that his poetry functions as a dialectical process and contends that the innovative form he develops throughout his poetic career reinforces his radical perspective for an egalitarian society. Chapter Five illustrates how Martín Espada utilizes rich metaphor, sensory details, and musical imagery to foreground issues of social class, racism, and economic exploitation across geographic, national, and cultural borders. Chapter six traces Naomi Ayala’s feminist discourse of resistance that denounces social injustice while simultaneously expressing a female identity that seeks liberation through her understanding of history, her reverence for memory, and her relationship with the earth. Ultimately, this dissertation argues that Burgos, Soto Vélez, Espada, and Ayala not only advocate for but also enact resistance and social justice through their art.
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Villagómez, Rosita E. Gomariz José. "El silenciamiento del sujeto negro de orígen africano en las letras puertorriquen̋as del siglo XIX." Diss., 2005. http://etd.lib.fsu.edu/theses/available/etd-07062005-124943.
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Thesis (Ph. D.)--Florida State University, 2005.<br>Advisor: Dr. José Gomariz, Florida State University, College of Arts and Sciences, Dept. of Modern Languages and Linguistics. Title and description from dissertation home page (viewed Sept. 14, .2005). Document formatted into pages; contains vi, 114 pages. Includes bibliographical references.
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Nunez, Victoria. "Unpacking the suitcases they carried: Narratives of Dominican and Puerto Rican migrations to the northeastern United States." 2006. https://scholarworks.umass.edu/dissertations/AAI3242108.
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For Latinos living in the continental United States, migration is an experience that is at once familiar, as a historical phenomenon that shapes our lives, and ephemeral, as a series of momentous events in the lives of individuals, families, and communities that are rarely memorialized. Latino migration has contributed to a redesigned ethnic landscape in the northeastern U.S. although this migration is far less discussed as a contested site of Latino migration than that into the western United States. The two largest groups of Latinos in the Northeast, Dominican and Puerto Rican migrants and their descendants, have recorded the narratives of their migrations in cultural texts through autobiography, folklore, prose, and poetry. The texts I discuss, by Pura Belpré, Pedro Henríquez Ureña, Antonia Pantoja, Junot Diaz and Angie Cruz are a part of North American literary history as well as Latino literary history. The core question guiding this research is: how do migration narratives reveal new perspectives, speak back, or contradict our existing understanding of Dominican and Puerto Rican migrations? A secondary question is in what ways do these texts contribute to a collective memory for Latino communities and thereby add to our understanding of ethnic identity? I argue these texts reveal the heterogeneity of the migrants' identities and their migration experiences. Four of the five authors identify with an Afro-Latino diasporic identity and contribute to our memory of Afro-Latino culture. The texts express the differential experience that women and men migrants have in their lives premigration in their home countries, as well as their lives post-migration. A close reading of migration narratives yields evidence of the migrants' agency, contradicting notions of passive Latina women and passive migrants who unquestioningly accept oppressive cultural practices. Tracing the moments of the migrants' agency in the texts balances structural arguments that suggest that migration was almost inevitable since the migrants came from very poor countries. These migration texts reveal erasures, correct stereotypes, and amend existing knowledge with subjugated knowledges that come from the migrants' first person perspective. The new perspectives contribute to a usable past for Latino communities.
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Oleen, Garrett Alan. "19th century plantation counter-discourses in Juan Francisco Manzano, Gabriel de la Concepción Valdés (Plácido), and Eleuterio Derkes." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-12-2429.
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My purpose in writing this dissertation is to re-evaluate the works of three influential Spanish-Caribbean authors who seem to be remembered more as exceptional historical characters rather than for their literature itself. Although often considered to be important contributors to the Spanish-Caribbean literary canon, these writers have also suffered a measure of marginalization as scholars have relegated them to the status of discursive subjects rather than evaluate them as authorial agents. As a consequence, the majority of their works have not been fully recognized as important factors in nineteenth, twentieth, and twenty first century literary production. I show how in their writings – many of which have been misunderstood, under-evaluated, and/or forgotten altogether – these writers narrated their own precarious situations and lifted their voice in protest against slavery, racism and economic oppression at a time when the dominant discourses and heavy-handed controls of the Spanish colonial government strictly forbid them to do so.
These authors are Juan Francisco Manzano, Gabriel de la Concepción Valdés (Plácido) and Eleuterio Derkes. Because these authors lived in Cuba (Manzano and Plácido) and Puerto Rico (Derkes) as colonial subjects underneath the oppressive structures of their respective plantation and hacienda economies based on sugar production and slave labor, they experienced difficult colonial conditions and as such are able to narrate this life through a unique perspective that other writers associated with the dominant discourses of the time could not. While these brands of hegemony were indeed forced upon them as writers and artists, it did not stop them from narrating and communicating their unique Spanish Caribbean perspective. I show how these authors, as marginalized figures of nineteenth century plantation society, engineered their own discourses around these hegemonic institutions – writing between the lines of hegemony and concurrent with it at the same time – in order to create an alternative image of nineteenth century Spanish Caribbean society that requires further critical consideration and perspective.<br>text
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Lorenzo, Feliciano Violeta. "El bildungsroman en el Caribe hispano." Thesis, 2011. http://hdl.handle.net/1807/29796.
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This dissertation examines the bildungsroman genre in Cuba, Puerto Rico, and the Dominican Republic. A close examination of the development of this genre demonstrates that it has ideological implications that link the young protagonists’ development with that of the nation. The authors on whom I focus—Ángela Hernández, Rita Indiana Hernández, René Marqués, Pedro Juan Soto, Magali García Ramis, Severo Sarduy, and Jesús Díaz—do not merely imitate the European model but revise, adapt, and often subvert it thematically and, in some cases, aesthetically. I argue that these bildungsromane differ, for the most part, from the European prototype due to their openly political themes, such as the establishment of the Estado Libre Asociado in Puerto Rico, the 1959 Revolution in Cuba, and, in the case of the Dominican Republic, Trujillo’s dictatorship. I claim that Dominican bildungsromane do not propose national projects or models but rather question the purported homogeneity of identity of the country as a normalized political body. On the other hand, in Cuba and Puerto Rico the genre has been used to promote absolute discourses of nationality as well as political projects that must be questioned due to their discriminatory and sometimes racist and violent nature.