Latina/o Literature and
Literature of the Americas at the
University of Northern Colorado

In this course, we will examine various textual and filmic representations of Latina/o communities in the US. We will begin with texts that helped establish the Chicano movement in the US, and then we will address texts that interrogate Latina/o communities and identities, expanding the category of Latina/o beyond the boundaries formed by Chicanismo. We will explore issues of race, class, immigration, and language differences both between Latina/o and Anglo communities, and also within Latina/o communities. Our focus will be hilos, threads, that link these various representations of community, identity, race, and difference, while still allowing for the diversity of peoples and places that are included in the term, Latina/o.

Note: at the beginning of each Wednesday class meeting, each student must hand in a two-page essay that discusses the assigned reading.

I. Classic Chicano: The Construction of Voice. History of the Chicano movement, and the world historical setting of 1967 and 1968. How do these texts establish a narrative of the history of the Southwest and the people who live there? What are the representations of society and community in these texts?

8/28: Introduction. Lecture on Chicanismo
8/30: Rivera, Tom s. Y no se lo trag¢ la tierra (And the Earth did not Devour Him)

9/2: NO CLASS -- Labor Day
9/4: Rivera
9/6: Rivera

9/9: Hinojosa, Rolando. Dear Rafe
9/11: Hinojosa
9/13: Hinojosa

9/16: Morton, Carlos. Johnny Tenorio and other Plays.
9/18: Morton
9/20: Morton

II. Other Voices. Although some of these texts address the same geographical regions and the people who live there, they are substantially different in emphasis and representation from the previous group of texts. What are these differences? Are themes of immigration, exploitation, and racism central in these texts? What are the differences and similarities between and within these Latina/o communities?

9/23: Anzald£a, Gloria. Borderlands/La Frontera
9/25: Anzald£a
9/27: Anzald£a

9/30: NO CLASS
10/2: Anzald£a
10/4: Mid-term Exam

10/7: Fort‚-Escamilla, Kleya. Storyteller with Nike Airs
10/9: Fort‚-Escamilla
10/11: Fort‚-Escamilla

10/14: Fort‚-Escamilla
10/16: Fort‚-Escamilla
10/18: Cisneros, Sandra. House on Mango Street

10/21: Cisneros,
10/23: Cisneros,
10/25: Cisneros,
Proposals for research paper due.

III. Latinidad. How do we compare these communities with those we have examined previously? What is this term, "Latina/o"? What is the difference between race and ethnicity? How do issues of difference and class relate to issues of language and race? To what extent do these authors appeal to a sense of national identity that is not available to Chicanos?

10/28: Alargin, Miguel and Bob Holman (eds.) Aloud: Voices from the Nuyorican Poets Cafe
10/30: Alargin
11/1: Alargin

11/4: Alargin
11/6: Alargin
11/8: Alargin

11/11: Selections from Aztlan: Essays on the Chicano Homeland
11/13: Selections
11/15: Selections

11/18: Rodriguez, Abraham. The Boy Without a Flag
11/20: Rodriguez
11/22: Rodriguez

11/25: Garcia, Cristina. Dreaming in Cuban
11/27: Garcia
11/29: NO CLASS -- Thanksgiving
Research papers due, 10-12 pages.

12/2: Garcia
12/4: Garcia
12/6: Wrap up

Final Exam

Assignments: Weekly essay on readings and/or film, mid-term exam, research paper.
Grading: weekly essays (20%), exam (30%), paper (40%), class participation (10%)

All readings will be in English.

We will attempt to include films and other media representations of latina/os in this class, although scheduling is difficult. If you have any suggestions, please let me know.