Department of Spanish and Portuguese

ILA 380 • Intro Thry & Rsrch Of Lit/Cul

43825 • Harney, Michael
Meets T 5:00PM-8:00PM BEN 1.118
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DESCRIPTION:  An introductory graduate course designed to do two things: to offer students a basic orientation in literary and cultural theory, and to survey a number of practical issues that present themselves as students make their way through the program. Each class session will be divided into discussions of practical topics and theoretical topics. The various critical and theoretical schools (e.g., Formalism, Structuralism, Deconstructionism) are represented by passages selected from relevant and influential authors. This course is designed to help the student navigate in the Ocean of Theory. We cannot hope to read everything relevant. But we can get some sense of a significant archipelago of influential works.

 REQUIRED TEXTS: electronic texts provided by instructor.

 ACADEMIC / LEARNING GOALS: Students will improve their ability to: read, comprehend, analyze, and discuss  literary, theoretical, and cultural text in Spanish; write Spanish prose while recognizing, defining, and employing rhetorical, literary, and historical terms; select and develop a specific research topic; construct and defend a central hypothesis in an extended written format using correct Spanish; respond to editorial comments on précis and preliminary prospectus leading up to the final research paper; carry out preliminary bibliographic surveys in consultation with instructor; orally present a paper on a selected research topic and engage in Q&A with fellow class members. Student performance to be assessed through evaluation of and commentary onquizzes, exams, essays, bibliographic surveys, research presentations, and in-class participation.






ILA 381 • Intro Theory & Rsrch Of Ling

43830 • Sessarego, Sandro
Meets T 5:00PM-8:00PM BEN 1.106
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Course Description:

This course is a graduate level introduction to Theory and Research of Linguistics, with a particular focus on Contact Linguistics. We will read, discuss, and analyze the social and linguistic factors that regulate contact induced change. We will cover a wide range of language contact phenomena from both linguistic and social perspectives. This will allow us to understand how different social and linguistic factors may shape the outcome of a variety of contact situations. After having provided a theoretical foundation, we will analyze current issues concerning Spanish in contact with other languages. Active participation in class discussion is both expected and encouraged.

ILA 385T • Teaching Practicum

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Mentorship and pedagogical training by working one-on-one with a faculty member on the development and design of an undergraduate, upper-division level course in their area of specialization.

ILA 386 • Rsrch In Spanish Linguistcs

43840 • Toribio, Almeida
Meets M 9:00AM-12:00PM BEN 1.118
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As scholars, we are called on to disseminate our research findings through publication. This course will guide graduate students in preparing a research paper for submission to an academic journal. Students should have a research project ready for the writing phase—i.e., an analyzed data set, an articulated argument or model— or a substantial course or exam paper ready for revision. Students from other departments are invited to participate.

Topics to be covered include: The structure and workflow of references: choosing and using a bibliographic management system; the structure and function of the Introduction; structuring a concise and relevant Background section; the structure of Methods; using effective Visualizations to explain findings; the hallmarks of Replicability; the text of Results; the structure of the Discussion (and how it differs from Results); the role of the Conclusion; effective titles and abstracts; following journal guidelines for format and submission; interpreting Revision recommendations.


The core text for the course is: Writing your research article in 12 weeks: A guide to academic publishing success.


The grade for the course comprises participation (including peer review): 20%; assignments: 30%; final paper: 50%


ILA 387 • New World Baroque Genealogies

43850 • Salgado, Cesar
Meets W 9:00AM-12:00PM BEN 1.118
(also listed as C L 381, LAS 381)
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            One trend in twentieth century Caribbean and Latin American literature and culture was the revival of baroque aesthetics. "Lo barroco" resurfaced both as a period concept to trace the "foundations" of Latin American expression in colonial times and as the poetics of a "neobarroco" avant-garde artistic and intellectual movement. In this course we will consider some of the principal colonial and contemporary works of art and literature studied under these terms, and the theoretical and critical works that study its origins or promote its revival.  We will be concerned with tracing a transatlantic/subaltern genealogy of the concept, studying how the Baroque came to be associated with aspects of past and present day Caribbean and Latin(x) American culture and expression. Issues of hybridity, ethnicity, aesthetics, colonialism, indigeneity, religious orthodoxy, sexuality, gender, race and power will be reviewed in this genealogical approach

            We will focus on how relevant this trend and the debates it has inspired remain today by looking at how the persistence of the baroque in Latin(x) America is connected to questions of colonialism and coloniality in the Global South. We will consider how neobaroque movements spring out of a debate regarding the problematic cultural and political legacies of colonial dominance in the region's attempts at modernity, and why the concept--normally thought as referring to a seventeenth century European artistic period following the Renaissance--comes to describe decolonial and queer tendencies in the postmodern art and writing of a non-European region in the twentieth and twenty-first centuries.

To achieve these goals, readings for the course will be divided into three sets. The first consists of essays and critical articles that debate the definition and the appearance of baroque art during both the seventeenth century and the modern and postmodern periods. Texts by Wellek, Wolfllin, Weisbach, d’Ors, Maravall, Genette, Sarduy, Lacan, Calabrese, Deleuze, Glissant, Salgado, Anna More, and Monika Kaup, among others, will be discussed as required reading or in special presentations. To understand the arguments regarding the dynamic continuity or the ruptures and differences between the baroque art of the past and the neobaroque expressions of the present, for the second set we'll cover a selection of European and New World writings of the Golden Age/colonial period by Luis de Góngora, Francisco de Quevedo, Bernardo de Balbuena, Sor Juana Inés de la Cruz, and Carlos de Sigüenza y Góngora. We'll read these in relation to what neobaroque authors and critics say about them. The third set of readings consists of contemporary neobaroque prose and poetry by Caribbean, Mexican, and Argentine writers and Latinx experimental writing in Spanglish to be discussed in the light of the theories presented in the essays of the first set. We will also consider how recent Caribbean, Latinx, Latin- and Afro-American films, art, and performance labeled as ultra-baroque, brut-baroque, or hip hop baroque (Luis Gispert, Kehinde Wiley, Pepón Osorio) 
reflect these concerns.

Readings (tentative):

Luis de Góngoras, Soledades

Francisco de Quevedo, selección de poesía y prosa

Bernardo de Balbuena, La grandeza mexicana

Sor Juana Inés de la Cruz, selección de poesía, Neptuno alegórico

Carlos de Sigüenza y Góngora, Teatro de virtudes políticas

Irving Leonard, Baroque Times in Old Mexico(selections)

José Lezama Lima, La expresión americana(selections)

Angel Rama, La ciudad letrada(selections)

Bolívar Echevarría, La modernidad de lo barroco(selections)

Alejo Carpentier, selección de ensayos, El acoso, Concierto barroco

Severo Sarduy, selección de ensayos, De donde son los cantantes

Reinaldo Arenas, El mundo alucinante

Néstor Perlongher, Un barroco de trinchera

Echevarren/Kozer/Sefamí,Medusario (selections)

Giannina Braschi, United States of Banana

Urayoán Noel,Buzzing Hemisphere/Rumor Hemisférico

Readings packet with theoretical texts and historiography

Films: Barrocoby Paul Leduc, Yo, la peor de todasby M.L.Bemberg, El viajero inmóvil by Thomas Piard, Prospero’s Books by Peter Greenaway


Requirements and Grading:

One 15-20 page final term paper (60%).  Class participation, including an oral presentation (20%).  Midterm Take-Home Exercise (20%).


ILA 387 • Poetics/Politics Of Violence

43855 • Dominguez-Ruvalcaba, Hector
Meets W 5:00PM-8:00PM BEN 1.106
(also listed as LAS 381, WGS 393)
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The objective of this seminar is to study the most important aesthetic currents in Latin America that have focused on the representation of different forms of violence, from the second half of twentieth century to the beginning of twenty-first century. In turn, the seminar will analyze various intellectual and political debates regarding violence on the continent. Questions related to the relationship between politics and cultural production, political violence and the Cold War, neoliberal politics and criminal organizations, gender and sexuality violence, patriarchal institutions, and the politics of the body will be proposed as subjects of enquiry. It is relevant for this course to define the paradigms through which Spanish American creators and intellectuals interpret violence in the context of cold war and neoliberal economy and its implicit forms of oppression, people's control, and cultural expressions. That is, our main point of inquiry is how the different expressions of violence have been determinant in the articulation of various aesthetic expression forms: testimonio, crónica, performance, hip hop, soap operas, narco-series, etcetera. The topics this seminar will address are: Colombia's literatura de la violencia, dirty war in the Southern Cone, Central American guerrillas, 1968 and the political violence in Mexico, racial conflicts in indigenous and afro-descendant populations, narco-culture, and homophobic and misogynist violence.

Grade criteria:

Oral presentations 20%

Class participation 20%

Annotated bibliography 10 %

First draft of term paper 10%

Term paper 40%


Benavides, Hugo.  Drugs, Thugs and Divas. Telenovelas and Narcodramas in Latin America.  Austin: The University of Texas Press, 2008.

Benjamin, Walter.  Para una crítica de la violencia. Mexico City: Premiá, 1982.

Coronil, Fernando, Julie Skurskied, ed.  States of Violence.  Ann Arbor: The University of Michigan Press, 2006.

Franco, Jean.  Una modernidad cruel. México: Fondo de Cultura Económica, 2016.

González Rodríguez, Sergio.  Huesos en el desierto.  Barcelona: Anagrama, 2002.

Lemebel, Pedro.  Tengo miedo torero.Santiago: Seix Barral, 2001.

Montemayor, Carlos.  Guerra en el paraíso. México: Diana, 1991.

Parra, Eduardo Antonio.  Nostalgia de la sombra. Mexico City: Joaquín Mortiz, 2002.

Pécaut, Daniel.  Las FARC ¿Una guerrilla sin fin o sin fines?Bogotá: Norma, 2008.

Pía Lara, María.  Narrar el mal. Una teoría postmetafísica del juicio reflexionante.  México: Gedisa, 2009.

Ramírez, Sergio.  Adiós muchachos. Una memoria de la revolución sandinista.  Madrid: Alfaguara, 2007 (1999).

Rotker, Susana, ed.Ciudadanías del miedo.Caracas: Nueva Sociedad, 200,185-201.

Schultze-Kraft, Peter, ed.  La horrible noche. Relatos de violencia y guerra en Colombia.  Bogotá: Planeta, 2001.

Segato, Rita Laura.  "Qué es un feminicidio. Notas para un debate emergente." Brasilia: n/ed, 2006.

Thayer, Willy.  El fragmento repetido. Escritos en estado de excepción.  Santiago:  Ediciones Metales Pesados, 2006.

Uribe, María Victoria.  "Reflexiones sobre estética y violencia en Colombia."  Estética y violencia: necropolítica, militarización y vidas lloradas.  Helena Chávez Mac Gregor, ed.  México: UNAM, 2012.

Valencia, Sayak.  Capitalismo Gore. Tenerife: Melusina, 2010.


Boogie. Dir. Gustavo Cova. 2009.

Canoa.Dir. Felipe Cazals. 1976.

El sicario. Room 164.Dir. Gianfranco Rossi, 2011.

Garage Olimpo. Dir. MarcoBechis, 1999.

La teta asustada. Dir. Claudia Llosa, 2009.

Machuca. Dir. Andrés Wood. 2004.


ILA 388 • Brazilian Urban Studies

43859 • Leu, Lorraine
Meets TH 9:00AM-12:00PM BEN 1.118
(also listed as LAS 392P)
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The main goal of this seminar is to explore material that addresses the production of urban space in Brazil. Our readings, film viewings, and discussions will focus on spatial realities, projects, and identities in relation to cultural politics and social structures. Over the course of the semester we will examine scholarship that focuses on themes such as urbanization and modernity; race, class and urban space; exclusion, ruination, and socio-spatial inequality; necro-geographies; gendered experiences of space; street politics; transnational spaces; and meanings and representations of city spaces. The final project for this course will be a form of academic writing such as a draft of a peer-reviewed article, grant proposal, or conference paper. Students will also contribute to a theoretical analysis workshop in which they engage critically with and present to the class on key arguments, concepts, and debates in urban theory.

This course will equip you with the theoretical and analytical tools for developing an original research idea that dialogues with concepts discussed in the seminar. Your research project does not have to be focused on Brazil. Classes will be taught in Portuguese and participation may be in Portuguese, Spanish or English. Students must be able to read academic Portuguese.  

Requirements and grading:

Your grade will be based on:

  • active participation in class discussion (30%)
  • theoretical analysis workshop(30%)
  • final article or other form of academic writing and its presentation in class (40%)

Theoretical analysis workshop:

Students will choose the work of a major urban theorist and answer the following questions:

  1. What are the author’s main arguments or main research questions?
  2. How does the author make the arguments or attempt to answer the main research questions? Think about theory and method, as well as how the book or articles are structured (i.e. how the argument is laid out and developed).
  3. What is the significance of the work? In other words, what is its major contribution? Does the work have any limitations?
  4. Chose one stimulating/productive/provocative quote that epitomizes the contribution made by the work or the author's central argument.
  5. Explain how the concepts or approaches of the work might help you in terms of your own research project.

ILA 389 • Critical Pan Americanism

43865 • Borge, Jason
Meets TH 5:00PM-8:00PM BEN 1.118
(also listed as LAS 381)
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The term pan-Americanism has, for more than century, problematically evoked intra-hemispheric solidarity based on supposedly common shared colonial ties, geopolitical imperatives, business interests, and other discourses of trust, friendship or propinquity linking different states, parties and other entities within the region.  This new graduate seminar will work from the premise that the pan-American paradigm has guided much more Latin American intellectual and cultural production than has generally been acknowledged. Accordingly, we will interrogate diverse cultural practices in light of recent scholarship shedding important new light on the concept.  Through an analysis of both canonical and marginal texts from different media-- print culture, cinema, popular music, photography, and other cultural practices--the course will draw out and carefully study hegemonic as well as critical expressions of hemispherism:  from foundational texts of the 19th and early 20th centuries (Bolívar, Sousândrade, Martí, Rodó, et al) to Hollywood "Good Neighbor" films and Brazilian chanchadas[musical comedies]; from state-sponsored radio broadasts and advertising campaigns to anti-imperial pop art, free jazz, and protest music and poetry of the 1960s and 1970s.  We will be especially attentive to the spaces of dissidence (political, racial, sexual) within pan-American and pan-Latin American literary movements, cultural projects, and other related organizations and expressions. 

This course is designed to develop theoretical and analytical tools related to cultural and postcolonial studies from a (mostly) global South/Latin Americanist perspective.  It is meant to appeal to a fairly broad array of Latin Americanists and US Americanists from different disciplines across the humanities.  At the same time, we will cover many literary and cultural works that should be of use to PhD students in Latin American and Iberian Literatures and Cultures.


Final grades will be based on regular class participation, two oral presentations, and a final research paper.  Reading knowledge of Spanish is required; basic knowledge of Portuguese is recommended. Though written work for this course may be submitted in Spanish, Portuguese, or English, the seminar will be conducted in English. 

Tentative literary/cultural readings:

Simón Bolívar, "The Angostura discourse" (selection, 1819)

James Monroe, "The Monroe Doctrine (1823)

Sousândrade, "The Wall Street Inferno" (1870)

José Marti, "Our America" (1891)

José Enrique Rodó, Ariel(1900)

Rubén Darío, "To Roosevelt" (1905)

Manuel Ugarte, "An open letter to the President of the United States" (1913)

Franklin Delano Roosevelt, "The Good Neighbor Policy" (1933)

Weekend in Havana(dir. Walter Lang, 1941)

It's All True(incomplete; dir. Orson Welles, 1942)

Saludos Amigos(dir. Walt Disney, 1942)

Hollywood es así(dir. Jorge Délano, 1944)

Gabriela Mistral, "The infantilism of the North American" (1944)

John F. Kennedy, "The Alliance for Progress" (1961)

José Agrippino de Paula, PanAmérica[1967, selections]

The Hour of the Furnace, part 1 (dir. Octavio Getino & Pino Solanas, 1968)

The Blood of the Condor(dir. Jorge Sanjinés, 1969)

Cildo Meirelles, Coca-Cola Project(1970)

Eduardo Galeano, The Open Veins of Latin America[1973; selections]

Ariel Dorfman. How to read Donald Duck: imperialist ideology in the Disney comic(1975)

Tentative secondary readings:

Hannah Arendt, The Origins of Totalitarianism[selections relating to pan-movements] (1951)

Arthur Whitaker, The Western Hemisphere Idea: Its Rise and Decline (1954)

Andrew Ross and Kristin Ross, eds., Anti-Americanism(2004)

Deborah Pacini Hernandez, Héctor Fernández-L'Hoeste, and Eric Zolov, eds. Rockin' las Américas: the global politics of rock in Latin/o America(2004)

David Luis-Brown, Waves of decolonization: discourses of race and hemispheric citizenship in Cuba, Mexico, and the United States(2008)

Antônio Pedro Tota, The seduction of Brazil: the Americanization of Brazil during World War II (2009)

Gisela Cramer and Ursula Prutsch (eds.), ¡Américas unidas!: Nelson A. Rockefeller's Office of Inter-American Affairs (1940-46) (2012).

Stephen Park, The Pan American imagination: contested visions of the hemisphere in twentieth-century literature (2014)

Nancy Rosenblum, "Good Neighbor Nation," from Good Neighbors:  The Democracy of Everyday Life in America(2016)

Jesse Lerner & Rubén Ortiz-Torres, eds. How to read El Pato Pascual : Disney's Latin America and Latin America's Disney(2017)




ILA 394 • Suprvsd Prep Of The Qual Paper

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Supervised preparation for the doctoral degree qualifying paper. Designed to be taken in the same semester the student submits the paper.

ILA 395 • Supervised Prep Of Diss Fields

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Preparation of field lists, and critical summaries of these lists, under faculty supervision. Prepares students for Iberian and Latin American Languages and Cultures 396.

ILA 396 • Suprvsd Prep Of Dissrtn Propsl

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Supervised preparation for the dissertation proposal for the doctoral degree. Designed to be taken in the same semester the student submits the proposal, typically the sixth or seventh long semester of study.

ILA 398R • Master's Report

(also listed as LAS 398R, WGS 398R)
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Preparation of the report required to fulfill the requirement for the master's degree under the report option.

ILA 398T • Suprvsd Teaching In Spn & Por

43885 • Murphy, Melissa
Meets T 10:00AM-1:00PM BEN 1.118
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The purpose of this course is to prepare graduate students to teach beginning and intermediate language courses in the Department of Spanish and Portuguese.  The 398T seminar provides both theoretical knowledge and hands-on experience, thus addressing the demands of the job market.  Although there are weekly reading assignments for this course, the main focus outside of class will be on a variety of practical tasks designed to increase competence in some of the more challenging aspects of language teaching.  Throughout this course, students will:

  • Become familiar with our program structure and curriculum
  • Gain an understanding of the rationale behind our procedures and methodology
  • Acquire hands-on experience designing pedagogical materials
  • Strengthen their class management strategies and feedback techniques
  • Develop a reflective, critical approach towards understanding second language learning and second language teaching
  • Begin preparing a teaching portfolio for future professional development


This course is divided into two phases, totaling 44.5 hours:

PHASE I: Pre-service (14 hours)+ Orientation (8 hours)

PHASE II: In-service 398T seminar (1.5-hour meetings once per week = 22.5 hours)


ILA 399W • Dissertation

(also listed as ILA 699W, ILA 999W, LAS 399W, LAS 699W, LAS 999W)
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Supervised writing of the dissertation for the doctoral degree.

ILA 699W • Dissertation

(also listed as ILA 399W, ILA 999W, LAS 399W, LAS 699W, LAS 999W)
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Supervised writing of the dissertation for the doctoral degree.

ILA 999W • Dissertation

(also listed as ILA 399W, ILA 699W, LAS 399W, LAS 699W, LAS 999W)
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Supervised writing of the dissertation for the doctoral degree.

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    The University of Texas at Austin
    BEN 2.116
    150 W. 21st Street, Stop B3700
    Austin, TX 78712-1155
    Advising & Registration: 512-232-4506/512-232-4503; Graduate Coordinator: 512-232-4502