SPAN 4001 - Honours Latin American Culture
North Terrace Campus - Semester 1 - 2023
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General Course Information
Course Details
Course Code SPAN 4001 Course Honours Latin American Culture Coordinating Unit Spanish Studies Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 6 Contact 2 hours per week Available for Study Abroad and Exchange N Prerequisites Completed degree (72 units) including 24 units Spanish Studies Major or completed Diploma of Languages Restrictions Available only to students admitted to relevant Honours program Assessment Bibliography on Latin American culture (15%), oral presentation in Spanish (25%), 2000 word short essay in Spanish (20%), 4000 word long final essay in Spanish (40%) Course Staff
Course Coordinator: Dr Sergio Holas
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
After successfully completing this course the student should be able to:
1 Comprehend the cognitive nature of artistic practices in Latin America; 2 Explore a wide range of diverse Latin American literary practices/discourses; 3 Better your interpretative competence in the target language; 4 In depth and critically discuss Latin American Literary texts; 5 Consolidate your communicative competence in the Spanish language; 6 Enhance his/her intercultural competence; 7 Reach an understanding of the diversity of ways in which Latin American artistic communities creatively decolonize; 8 Reach an understanding of the diversity of ways in which Latin American artistic communities represent themselves under processes of continuous colonization. 9 Understand the different loci of enunciation from which Latin American writers speak from as an expresion of situated knowledge; 10 Enhance your reading & writing skills in the Spanish language. University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
3, 4, 8, 10 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
2, 3, 4, 7, 8, 9 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
3, 5, 6, 7, 8 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
5, 6 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
5, 6, 7, 8 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
. Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
. Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
Lecturas obligatorias:
Bengoa, J., La emergencia indígena en América Latina. Santiago: Fondo de cultura económica. 2000. Leer pp. 11 – 85
https://trabajosocialucen.files.wordpress.com/2012/04/la-emergencia-indigena-en-america-latina_-jose-bengoa.pdf
Menchú Tum, R. & Liano, D., Li M’in, una niña de Chimel. Una fábula verdadera en la tierra de los mayas. Buenos Aires: Sudamericana. 2001
Menchú Tum, R., Rigoberta, Hacia una cultura de paz. Kaslamal pa ri itzil. Vivir en el bien. Buenos Aires: Lumen, 2002
Burgos, E. & Menchú Tum, R., Me llamo Rigoberta Menchú y así me nació la conciencia.
https://joaocamillopenna.files.wordpress.com/2015/03/burgos-rigoberta-menchu.pdf
Sugerencias de lecturas de apoyo.
1. Menchú Tum, Rigoberta, “The Earth Holds Our Memory: Mayan Faith and Resistance” (pp. 83-86), in Butwell, Ann, Ogle, Kathy, Wright, Scott (eds.), The Globalization of Hope. Washington: EPICA, 1998.
2. Brittin, A. & Dworin, K., Rigoberta Menchú: “Los indígenas no nos quedamos como bichos aislados, inmunes, desde hace 500 años, no, nosotros hermos sido protagonistas de la historia.” Nuevo Texto Crítico 6 (11) 1993, pp. 207 - 222
3. Menchú Tum, Rigoberta, “The Quincentenary, a Question of Class, Not Race” (An interview), Latin American Perspectives, Issue 74, Vol. 19, No 3, Summer 1992, pp. 96-100.
4. Menchú Tum, R. and Committee of Campesino Unity, “Weaving Our Future: Campesino Struggles for Land”, in Sinclair, Minor (ed.), The New Politics of Survival: Grassroots Movements in Central America. New York: Monthly Review Press, Épica, 1995, pp. 47-72.
5. Arata, L., “The testimonial of Rigoberta Menchú in a native tradition”, en Carey-Webb, A. & Benz, S. (editors), Teaching and Testimony. Rigoberta Menchú and the North American Classroom. New York: State University of New York. 1996. 81-89Recommended Resources
Gutierrez, M., Gente de la Tierra. Valparaíso: Sociedad de Escritores de Valparaíso. 1998
Lindstrom, Naomi (1998), Social Conscience of Latin American Writing. Austin: University of Texas.
Meyer, L., Maldonado Alvarado, B. (eds.), New World of Indigenous Resistance. San Francisco: City L:ights. 2010
Mignolo, Walter (2005), The Idea of Latin America. Oxford: Blackwell.
Quijano, Aníbal (1999), "Colonialidad del poder, cultura y conocimiento en América Latina", Dispositio, Vol. 24 (51), pp. 137 - 148.
Vázquez, Juan A., Literaturas indígenas de América. Barcelona: Azul.; 1999
Weatherford, J., El legado indígena. De cómo lops indios americanos transformaron el mundo. Santiago: Andrés Bello. 1988
Online Learning
a. Consejo Latinoamericano de Ciencias Sociales. CLCSO.
A vast and up to date internet access point for research for Latin America. It has an updated library with most of the most important research in Spanish.
b. Latin American Network Information Center, University of Texas:
This is a vast internet access point of research based on countries, economy, education, government, media, culture, communication, science, and many other aspects. In English, Portuguese and Spanish.
c. Library of the Congress - Hispanic Reading Room:
The primary access point for research for the Caribbean, Latin America, Iberian, the indigenous cultures of those areas; and peoples throughout the world historically influenced by Luso-Hispanic heritage, including Latinos in the US, and peoples of Portuguese or Spanish heritage in Africa, Asia and Oceania. -
Learning & Teaching Activities
Learning & Teaching Modes
This course is taught as a directed-reading exercise, in which the students will critically read a few books in Spanish on their own time and following a reading calendar agreed upon by both the lecturer and the student. Classes will consist of two-hour meetings per week, to discuss the books read and to analize different geopolitical components and situated loci of enunciation of the books.
Workload
No information currently available.
Learning Activities Summary
No information currently available.
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Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Reportes escritos (500 palabras en español) ......................30%
Ensayo final (3500 wopalabras en español) .......................70%Assessment Detail
No information currently available.
Submission
The submission of the first tasks will be in week six.
The second task must be submitted in week twelve of the semester.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M11 (Honours Mark Scheme) Grade Grade reflects following criteria for allocation of grade Reported on Official Transcript Fail A mark between 1-49 F Third Class A mark between 50-59 3 Second Class Div B A mark between 60-69 2B Second Class Div A A mark between 70-79 2A First Class A mark between 80-100 1 Result Pending An interim result RP Continuing Continuing CN Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
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