University of California, Davis
African Memory and Colonial Legacies in Spain
Fall 2021 / In-person course.
Summer School 2021 / Remote course.
Mapping African-Spanish Culture.
Spring 2021 / Remote course.
The overall goal of the course is for students to question and push the traditional boundaries of the Global Hispanophone. The final project for this course is a collaborative project in the field of Digital Humanities. Throughout the semester this course will build your digital humanities skills to create an interdisciplinary open-access Mapping website in Spanish.
Outcomes: A project on African-Spanish Culture in the field of Digital Humanities, composed by three open-access platforms in AsriGIS StoryMaps (mapping software). In collaboration with The Center for Data and Visualization at Duke. You can visit one of the platforms here.
Spanish Colonial Past in Africa. Intro to Cultural Studies.
Spring 2019-Fall 2020 / In-person and Remote.
Spanish 101. Basic level. Fall 2019-Spring 2020
Spanish 102. Basic-Intermediate level. Spring 2020.
Spanish 203. Intermediate level. Fall 2020-Spring 2021
Spanish 203. Intermediate level. Fall 2021.
Mapping Archipelagic Hispanic Cultures and Literatures.
Fall 2018-Spring 2019
From an interdisciplinary and comparative perspective that overlaps Island, Postcolonial, Hispanic and Archipelagic Studies, this course aims to understand the complex role of islands and archipelagos in colonial and neo-colonial Hispanic contexts, while decontinentalizing Hispanic culture production and going beyond the boundaries of traditional area studies. Through a close reading of historic and modern literary and critical texts, contemporary art interventions, maps, photography and films, this course will examine the impact of colonialism in three different Atlantic archipelagos and former colonies of Spain: Cuba, Puerto Rico, Dominican Republic; the African Islands of Equatorial Guinea, and the Canary Islands. We will analyze topics such as displacement in its different forms—exile, migration, travel, tourism—transoceanic insular imaginaries, and concepts such as slow violence, smallness, archipelagic thinking isolation and islandeness.
Afro-Hispanic and Transatlantic (Pen)Insular Literature.
Fall 2018- Spring 2019
Through the study of a wide range of literary texts and cultural materials such as poems, films, journals, travelogues and the press, this course will help us understand the complex configuration of 20th and 21th century Transatlantic Spanish Peninsular and Insular Literature, and Hispano-African Equatoguinean Literature in Spanish. With an Atlantic and postcolonial approach, against a continental viewpoint, course materials are questioned from a wider geopolitical framework that includes Latin America, Africa and Europe. Among the issues that will be discussed are colonial power, Spanish-African imaginaries in Ceuta, Melilla and Morocco, definitions of Spanish national and peripheral identities, and Orientalism/Occidentalism.
An example of one of the final projects for this class: a website designed with a mapping software (ArcGIS) by four students. Goals: to explore the modern history and cultural production of Equatorial Guinea by mapping its most relevant literary voices, and analyzing the impact of Spanish colonial legacies. This final term work show the multiple possibilities for applying spatial patterns and digital humanities tools into Spanish classes. Explore the work here
Introduction to Latinx Community and Literature in the U.S.
Fall 2018-Spring 2019
A course on border culture, “Moving Beyond Borders” examines the Latino/a/x experience in the United States through a variety of cultural materials such as literary works (novels, essays, poems, blogs); artistic interventions (installations, paint, performance); music, film, photography and popular iconography. This course seeks to understand the process of Latin American and Caribbean immigration to the United States, and the complex experiences of being Latino/a in this country. We will pay close attention to key theoretical concepts such as Spanglish, code-switching, borders and fluid identities, triple-consciousness, and Latinx imaginary. The course will provide students with the necessary tools and reading strategies to analyze the historical development, problematics and current situation of this multi-layered community, reading Chicano, Boricua, Tex-Mex, Afro-Latinx, Cuban and Dominican-American authors, in Spanish, English and Spanglish.
Harvard University (2013-2018)
Spanish and the Community. An advanced language course that examines the richness and complexity of the Latino experience in the US while promoting community engagement as a vehicle for greater linguistic fluency and cultural understanding. Class work focuses on expanding students' oral and written proficiency in Spanish through discussing and analyzing readings, arts, and films by and about Latinos in the US. The course required four hours a week of engaged scholarship with local organizations as part of their language learning experience. Through classroom discussions, travels through the Boston area, meaningful interactions, and conversations in Spanish with members of the Latino community, students explored powerful concepts like “the borderlands” as related to global migration, changes in local demography, and in-between identities. (Spring 2017-Spring 2018).
Creative Writing and Performance. An advanced course designed to reinforce Spanish through oral and written practice. Close reading of texts in literary and non-literary genres will help students refine personal style. The performance of short excerpts of plays, combined with advanced work on oral expression and phonetics, will help students increase their fluency and ease of expression. (Spring and Fall 2014).
Spanish Ab. A four-day-a- week course for students with basic knowledge of Spanish. Conducted mostly in Spanish, the course emphasizes the three modes of communication (interpersonal, presentational and interpretative) with focus on reading and writing. (Spring 2013).
Spanish Aa. An intensive four-day-a week course for students with little or no previous knowledge of Spanish. With an emphasis in oral development, this course provides the linguistic, communicative and cultural foundations to engage in basic daily life interactions in Spanish. The content is focused on some of the main countries of the Spanish speaking world, including México, El Salvador, Perú, Honduras, Spain, Cuba, Puerto Rico, the Dominican Republic, and the United States. (Fall 2012-Spring 2013).
Distinction in Teaching
2016 Certificate of Excellence and Distinction in Teaching. Derek Bok Center for Teaching and Learning, Harvard U.
2015 ABLConnect Teaching Innovator Prize, “From Text to Hypertext.” Prize to faculty members and graduate student instructors whose teaching demonstrates a conscious effort to reach solid academic goals while challenging and engaging students in thoughtful, creative, or interesting ways. More info here.
2014 Certificate of Excellence and Distinction in Teaching. Derek Bok Center for Teaching and Learning, Harvard U.
Teaching Professional Development
2019 Language Teaching Fair at Duke University. Department of Romance Studies.
2018 Winter Teaching Week: Designing a Syllabus. Center for Teaching and Learning, Harvard University.
2018 Unabridged: A Masterclass in Library Research. Services for Academic Programs. One-week intensive master class on research strategies, organization, and publishing.
2013 Bok Center Teaching Certificate Program. Derek Bok Center for Teaching and Learning, Harvard. Year-round teaching and pedagogical seminars, training on classroom communication skills, course and assignment design, public speaking, development of teaching CV.
2012-2015 Annual Conference on Task Based-Communicative Language Teaching Strategies. Department of Romance Languages, Harvard University.