Department of Spanish and Portuguese

XXIV Graduate Student Colloquium

Day 1 - February 25, 2021

Linguistics

9:00-9:15a  Introductory Remarks: Jorge Perez, Department Chair

9:15-10:40a  Session 1: "Migration and Linguistics". Moderator: Luke B.

     1.1 (Not) Mexican Enough: Narratives of Exclusion, Policing Figures, and Stancetaking Among Second- and Third-Generation Mexican-Americans, by Juan Rosas.
     1.2 Voseo retention in the Uruguayan population in the United States, by Teresa Blumenthal.
     1.3 Migrantes bolivianos: ideologías, identidade, invisibilidade e exclusão, by Rubens Lacerda de Sá.

10:45-12:40p  Session 2: "Language Ideologies and Bilingualism". Moderator: Teresa B.

     2.1 "So...like, tú sabes": Bilingual Discourse Markers as a Symbol of Puerto Rican Identity, by Piero Visconte.
     2.2 Perceptions of Bilingualism in the Southwest: A Thematic Analysis, by Ashley Lenz and Anna Marrero-Rivera.
     2.3 Spelling a naçom: Orthographies and Political Ideologies in Galicia, by Paige Barton
     2.4 Traditional Women's Patriarchal Relegation in the Differential Gender-based Swearing Trends in Current Spanish, by Sergio Yagüe Pasamón. 

1:30-2:55p  Session 3: "Language Education". Moderator: Eduardo G.M.

     3.1 Os colégios cívico-militares e os embates na/pela linguagem, by Dener Ferrari.
     3.2 Decolonial praxiologies in Brazil: dissent, positionally and alternative voices in language teacher education, by Denise Hibarino and Jhuliane Evelyn da Silva.
     3.3 La resistencia en el aula española: el videojuego queer como alternativa pedagógica, by Yoel Villahermosa.

12:45-1:30p  Break  

3:00-4:25p  Session 4: "Indigenous Ideologies". Moderator: Ashley G.

     4.1 Beyond Winners and Losers: Combating Hegemonic Ideologies in Recent Views on the Conquest of Mexico, by Eduardo Henrique Gorobets Martins.
     4.2 Intercultural bilingual education through the lens of Sumaq kawsay, by Mackenzie Marcinko.
     4.3 Revitalization beyond Europe: Potential for New Speakerism in the Americas?, by Luke Bishop.

4:30-5:30p  Keynote speaker: Dr. Damian Vergara-Wilson

5:30-6:00p  Break

6:00-6:30p  Chat with Dr. Damian Vergara-Wilson

 

Day 2 - February 26, 2021

Literature & Culture 

9:30-10:55a  Session 5: "Decolonization, film, and technology". Moderator: Ryan M.

     5.1 Luto e Memória: A frágil interdculturalidade do entrelugar em Ventos de Agosto, by Vitor Dassie.
     5.2 Resistance and the Sertão in Brazilian Cinema: Bacurau and Deus e o diablo na terra do sol, by Catherine Patillo.
     5.3 Inumeráveis: Cronologia e luto no ciberespaço, by Diego Sousa.

11:00-12:00p  Keynote speaker: Dr. Emil' Keme

12:00-12:30p  Break

12:30-1:00p  Chat with Dr. Emil' Keme

1:00-2:55p  Session 6: "Brazilian Literatures". Moderator: Sean M.

     6.1 Lima Barreto, a imprensa e os discursos racista-científicos no Brasil do início do século XX, by Fernando Zanaga.
     6.2 Remnants of Casa Grande Senzala: The stereotyped roles of black women and the illusive nature of Brazilian whiteness in the novel Flesh and Bone and Water, by Laura Rose Brylowski.
     6.3 Projectos de identidade local na poesia de Silva Freire: a imagen de Grande Mãe e a vivência do povo na margen do sistema mundial colonial moderno, by Moisés Carlos de Amorim.
     6.4 Longe de tudo: a literatura de Ricardo Guilherme Dicke, by Rodrigo Simon de Moraes.

3:00-4:25p  Session 7: "Brazilian Cultural Studies". Moderator: Katie F.

     7.1 Reactivating Memory: The New Blacks Institute and the Politics of Black Mourning in Rio de Janeiro, by Sean McPherson.
     7.2 African Prints and Resistance through Fashion in Brazil, by Dandara Maia.
     7.3 Epistemologies of the Body: Cultural Resistance in Salvador (Brazil) and Cartagena (Colombia), by Valerie Gruber.

4:30-5:30p  Keynote speaker: Dr. Patricia Pinho

5:30-6:00p  Break

6:00-6:30p  Chat with Dr. Patricia Pinho

 

Keynote Speakers

 

Dr. Damián Vergara Wilson is a Professor in the Department of Spanish and Portuguese as well as the coordinator of the Sabine Ulibarrí Spanish as a Heritage Language Program at the University of New Mexico in Albuquerque. His main areas of research and teaching are historical linguistics, sociolinguistics and sociology of language.

El Dr. Damián Vergara Wilson es catedrático del Departamento de español y portugués, así como coordinador del Programa Sabine Ulibarrí de español como lengua de herencia en la Universidad de Nuevo México en Albuquerque. Sus principales áreas de investigación y docencia son la lingüística histórica, la sociolingüística y la sociología del lenguaje. 

Dr. Damián Vergara Wilson é professor do Departamento de Espanhol e Português e coordenador do Sabine Ulibarrí Spanish as a Heritage Language Program da Universidade do Novo México, em Albuquerque. As principais áreas de seus cursos e de sua pesquisa são linguística histórica, sociolinguística e sociologia da língua.

Is Critical Language Awareness critical enough: Expanding the bilingual range and the teaching of prestige varieties 

In the field of Spanish as a Heritage Language (SHL), an evolving consideration of critical pedagogy has led to the promotion of Critical Language Awareness (cf. Leeman 2018). The implementation of CLA promises to help learners become aware of issues of language and power, and the privileging of certain dialects over others, allowing students to challenge dominant language ideologies that lead to linguistic self-hate. Despite promise, the implementation of CLA in SHL reveals areas that warrant reconciliation with common goals in SHL. In this talk I highlight recent research on CLA and give an overview of a collaborative project (Beaudrie and Wilson Forthcoming) in which we reimagine seven stated goals of SHL instruction (Beaudrie, Ducar, and Potowski 2014; Valdés 2005). Taking this reimagination one step further, I discuss two specific goals, one that is promising beyond the scope of that work and another is problematic within its scope. In the collaborative work, we reimagine the promising goal of expanding the bilingual range through the frameworks of translanguaging (e.g. Otheguy, García, and Reid 2015)and capabilities (Martínez 2016). Yet, the combination of CLA, translanguaging and capabilities opens possibilities well beyond the brief proposal in Beaudrie & Wilson to include resistance to standard language ideologies and to the racialized ideologies that position translingual behavior as marked. I contrast the goal of expanding the bilingual range to a more problematic goal, development of a prestige variety. An underlying assumption connected to the development of a prestige variety is that learners must simply learn prestige forms and suppress marginalized ones (e.g. haya non haiga). However, proponents of this goal have never discussed implications in regards to how the learner sounds or how they are racialized. In other words, using recent work in raciolinguistics (e.g. Flores and Rosa 2015) I argue that the perception of a learner’s ability to produce a prestige variety will be affected if that speaker maintains certain speech patterns and are racialized in the context where prestige varieties are supposedly performed. I conclude with a call to amplify aspects of SHL instruction that can benefit from CLA, question others, and continue to find ways that different frameworks inform CLA.

 

Dr. Emil' Keme (Aka, Emilio del Valle Escalante) is K’iche’ Maya and a member of the anti-colonial Maya collective Ixb’alamkyej Junajpu Wunaq’. He teaches at the University of North Carolina at Chapel Hill. He is the author of Maya Nationalisms and Postcolonial Challenges in Guatemala: (2009), and the 2020 recipient of Cuba’s prestigious Casa de las Americas Literary Criticism Prize for his book Le Maya Q’atzij/Our Maya Word. Poetics of Resistance in Guatemala.

Dr. Emil' Keme (Alias, Emilio del Valle Escalante) es Maya K’iche’ y miembro del conjunto anti-colonial Maya Ixb’alamkyej Junajpu Wunaq’. Emil' enseña en la Universidad de Carolina del Norte en Chapel Hill. Es autor de Maya Nationalisms and Postcolonial Challenges in Guatemala: (2009), y recibió en 2020 el prestigioso Premio de Crítica Literaria de Cuba–Casa de las Américas–por su libro Le Maya Q’atzij/Our Maya Word. Poetics of Resistance in Guatemala.

Dr. Emil' Keme (também conhecido como Emilio del Valle Escalante) é Maya K’iche’ e membro do coletivo Maya anticolonial Ixb’alamkyej Junajpu Wunaq’. Emil' é professor da Universidade da Carolina do Norte, em Chapel Hill. É autor de Maya Nationalisms and Postcolonial Challenges in Guatemala: (2009), e recebeu em 2020 o prestigioso Prêmio de Crítica Literária de Cuba Casa de las Américas por seu livro Le Maya Q’atzij/Our Maya Word. Poetics of Resistance in Guatemala.

From Latin American and Latinx Studies to Abiayala. Towards Indigenous Intellectual Sovereignty

In this presentation, I propose Abiayala, the category that the Guna People in Guna Yala (The land of the Guna) employ to refer to the Americas, as a provocative way to rethink Latin America and Latinx Studies from Indigeneity. What is the place of Indigenous peoples within the prominent Latin American and Latinx fields of inquiry? My primary intent is to underscore Indigenous struggles for self-determination and efforts to authorize Indigenous identities as, among others K’iche’ Maya, Quechua, Zapotec, Nahua, Aymara, Mapuche.

 

Dr. Patricia Pinho is a Professor in the Department of Latin American & Latino Studies at the University of California, Santa Cruz. Her research and teaching focus on the topics of blackness, whiteness, racism, and forms of resistance to racism in Brazil, and more broadly in Latin America.

La Dra. Patricia Pinho es catedrática del Departamento de Estudios Latinoamericanos y Latinos de la Universidad de California, Santa Cruz. Su investigación y docencia se centran en temas de negritud, blanquitud, racismo y formas de resistencia ante el racismo en Brasil y, más ampliamente, en América Latina.

Dr. Patricia Pinho é professora do Departamento de Estudos Latino-Americanos e Latinos da Universidade da Califórnia, Santa Cruz. Sua pesquisa e seus cursos ministrados são centrados nos temas de negritude, branquitude, racismo e formas de resistência ao racismo no Brasil e, mais amplamente, na América Latina. 

“A Casa Grande Surta Quando a Senzala Aprende a Ler”: Anti-Racist Resistance and the Unveiling of Whiteness in Contemporary Brazil

 This presentation examines the expression “a casa grande surta quando a senzala aprende a ler” (roughly, “the slave masters freak out when the slaves learn to read”) and its variants as a strategy of anti-racist resistance in contemporary Brazil. The “Casa Grande & Senzala” binary was made famous in the 1930s, when Gilberto Freyre published his most renowned book under that title. But the dyad “master’s house/slave-quarters,” that had for so long represented the alleged Brazilian capacity to overcome racial conflict, has recently been mobilized to underscore the exact opposite. It now expresses the antagonism between blacks and whites, highlighting how the legacy of slavery has continuously benefited the latter, materially and symbolically. The expression has gained popularity in a context marked by the rise of the far-right, and it has served to counter the newfound ease of middle-class Brazilians to make openly reactionary and racist remarks. The expression has been intensely circulated online and offline—on social media, banners, t-shirts, and everyday conversations—conveying a profound critique to an injured whiteness that refuses to let go of the privilege it has accrued for over more than 500 years. The expression has thus played an important role in “outing” whiteness in contemporary Brazil.


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