Showing posts with label gender. Show all posts
Showing posts with label gender. Show all posts

Thursday, January 2, 2014

El libro de la vida (1565) – Teresa de Avila (Chap. 11-21)


Sobre la autora y la obra
-          Teresa de Avila
o   Spain, 1515-1582
o   Was a nun and later named a saint
o   Spanish mystic
o   Worked and wrote as part of Counter-Reformation (on side of Catholics) – founded an order that was very intense and strict
o   Theology: mental prayer (revolutionary for the time period)
-          Teresa is one of the foremost writers on mental prayer, and her position among writers on mystical theology is unique. In all her writings on this subject she deals with her personal experiences. She used a metaphor of mystic prayer as watering a garden throughout her writings.

Comps ideas
-          Spanish mysticism (along with San Juan de la Cruz)
-          Gender roles in the period (especially related to religion; other example: La perfecta casada by Fray Luis de León)
-          Importance of religion in time period (Teresa, Fray Luis de León, San Juan de la Cruz, later: Calderón de la Barca)

Themes/ideas
-          Spanish mysticism
-          Mental prayer (metaphor of watering a garden)
-          Gender roles
o   Idea that women are inferior (slightly tongue-in-cheek tone)
-          Religious roles; role of confessor, role of nun
-          Use of rhetoric (tongue-in-cheek tone at times, says she’s writing because her confessor told her too, apologizes for any errors because she is a woman, “lo indecible”, affected modesty…)

General notes from Chapters 11-21
-          Says that she will make a comparison to explain herself and excuses herself for any errors since she is just a woman (compares prayer and relationship with God to different ways of watering a garden – uses the metaphor of the garden as the soul throughout the text from this point onward)
-          Talks about act of mental prayer and how to become closer to God
o   Discusses various levels/degrees of prayer (throughout different chapters)
-          Some criticism of religious men that don’t pray well or complain about the way God’s will is enacted in their lives
-          Complete submission to God’s will
-          Refers frequently to her own dullness or stupidity
-          Says she’s writing because her confessors have asked her to; addresses her confessor directly occasionally during the text
-          Importance of a good spiritual leader that won’t misguide you for lack of own spiritual understanding (end of chap. 13)
-          Turns away from subject frequently to praise God and thank Him for having forgiven her so many evil deeds
-          Refers to herself as mad with love for God
-          Criticizes cautious preachers who worry more about their audience than the actual word of God (chap. 16)
-          Emphasizes the great importance of prayer – encourages others never to abandon it
-          Explains difference between union and rapture (chap. 20)

Notes from class on Teresa de Avila (we read a different section, various excerpts)
-          Teresa tenía mucha influencia, en las otras monjas y también otra gente
-          Las místicas
o   Las tres fases de la vía mística
§  Vía purgativa
§  Vía iluminativa
§  Vía unitiva – la unión con Dios
o   Las visiones, la iluminación
-          Los primeros capítulos del texto de Teresa
o   Tuvo que explicar su tardanza en llegar a los caminos de Dios
o   La idea que alguien puede aprender de sus experiencias
o   La influencia que tuvo su confesor en que contara estos aspectos negativos de su juventud
-          La vida de Teresa
o   Su fascinación en las historias de caballería – según eran una influencia negativa por el contenido que era muy alejado de la religiosidad
o   Su deseo de morir e ir al cielo
o   Su madre murió cuando era joven
o   La mala influencia de su prima mundana
§  El interés en su apariencia, la vanidad
o   Su tiempo en un monasterio como joven
-          El texto de Teresa de Ávila parece como una carta larga
o   Como una conversación con Dios, forma similar a una oración
o   Falta de organización y puntuación normal
-          Al final de capítulo 2, la implicación de alguna relación íntima (67)
o   La ambigüedad de su comentario - ¿Qué quiere decir “intimidad”? El significado es bastante abierto.
o   Dice que los confesores le decían que no era pecado contra Dios – y entonces no puede ser que ella haya tenido relaciones sexuales; a lo mejor tenía una amistad un poco demasiado íntima.
-          Enunciado/enunciación
o   El enunciado vs. la enunciación
§  Enunciado – lo que una persona está contando
o   El tiempo del enunciado vs. el tiempo de la enunciación
§  Tiempo del enunciado – tiempo en cual pasaron los eventos de lo que uno está contando, el tiempo del enunciado mismo
§  Tiempo de la enunciación – tiempo que el narrador está contando los eventos, que pasaron hace ratos… eso se puede establecer en maneras de presentar información o también en términos de lugar
o   La distancia entre el que narra (el narrador) y lo que narra (la narración)
o   Deixis – los momentos en textos en cual se indica un lugar especifico
o   Los deícticos (“shifters”) – deícticos espaciales/temporales/personales
§  Espacial – indica un cambio de lugar (acá, allí, aquí, etc.)
§  Temporal – indica un cambio de tiempo
§  Personal – indica la presencia del narrador (un “yo”) en la escritura
·         El deseo de establecer contacto personal
o   Ejemplos
§  “Acuérdome que cuando murió…” (62) – una frase que nos recuerda que es una narradora contando eventos que ya pasaron hace ratos
§  “Fatígame ahora ver y pensar…” (62) – nos recuerda que está reflejando en cosas que ya pasaron
-          Lo indecible, lo inexpresable (en su visión)
o   “Estotro me parece que a un principio de encarecerse cómo es, no puede haber, ni se puede entender; mas sentí un fuego en el alma, que yo no puedo entender cómo poder decir de la manera que es” (68)
o   Crea un impacto en el lector
o   Una apelación al pathos – provoca simpatía en el autor
-          Los sentimientos de Teresa sobre el convento en cual estaba
o   Las quejas de Teresa – muchas comodidades, no seguía estrictamente la regla (72-73)
o   Dice que estaba feliz allí – “estaba tan contentísima en aquella casa” (74)


Secondary Source: Alison Weber, Teresa of Avila and the Rhetoric of Femininity – “Chapter II: The Book of her life and the Rhetoric of Humility”
-          Danger of referring to Teresa’s Libro de la vida as an autobiography since it is a work influenced heavily by her confessors (42-43)
-          Teresa’s relationship with her confessors (43-44)
o   They wanted her to describe her habit of mental prayer and therefore defend the authenticity of her spiritual favors
o   Influence of Inquisition and fear of charge of heresy; historical context of persecution against women
-          Magdalena de la Cruz (44-45)
o   Orthodox “fraud”
o   Inquisition’s focus on religious association between women’s power and women’s fallen sexuality
-          The “double bind” (45-46)
o   Not a difficult choice but rather the illusion of a choice within a relationship
o   Teresa’s double bind – emotional, theological, and legalistic ties; trapped by the link to her confessors (and source of absolution) and her lack of education
-          Virtue of humility (47-48)
o   Importance of the virtue of humility, especially for practitioners of mental prayer
o   Attempts to have no one else take notice of one
o   Stress on quiet and noiseless behavior
o   Problem of how to express humility while maintaining it?
o   Humility is incompatible with self-defense – has to figure out a way to express these things that she’s really not supposed to say according to social standards of feminine behavior.
-          Affected modesty
o   Teresa’s frequent references to her own wretchedness (48-49)
o   Desire to dispose the reader favorably toward the writer (49)
o   Teresa blames her status as a woman for her inability to express herself (50)
o   Radical changes between traditional use of humility rhetoric and Teresa’s usage; her more frequent use – reflects her precarious position (50)
o   “in her circumstances, the act of disavowing the privilege to write was of necessity conterminous with the act of claiming the privilege to write” (50)
-          The Rhetoric of Concession
o   Teresa avoids clarifying the “core” confession by surrounding it with vague lamentations and vague confessions of bad/negative character traits (51)
o   Creates areas of individual authority (52)
o   Alternation of confession and self-exculpation (54)
-          Alternative narratives
o   Alternative narratives – presents her situations in different ways to shift perspective of how things occurred and who was at fault (57)
§  Ambiguity in her statements
o   Manipulation of narratives to count her retelling of situations in which sins could have occurred but didn’t as confessions (58)
o   Her relationship with her father
§  Her covert criticism of her father (56)
§  Her conflicts with her father; he didn’t wish for her to become a nun (57)
§  Struggle between love of God and love of her father (57)
§  Theme of her father’s possessive love (62-63)
o   Her relationship with a priest (58)
§  Inversion of their hierarchical position
§  His inappropriate love/admiration for her
o   Her secular friendships and her fear of the practice of prayer (59-
§  Her relationships with other nuns, who admired her
§  Question of temptation
§  Her self-comparison with anonymous nuns who sin intentionally
-          Captatio Benevolentiae
o   “attempt to get goodwill”
o   She continually reshapes the writer/reader relationship to allow herself greater flexibility of expression (64)
o   She does not use speech forms of deference, but rather writes more closely to terms indicative of persons with close relationships (64-65)
o   Mixes strategy of formality and subordination with one of intimacy and solidarity (66)
o   Dedicates her text to her current confessor, García, as her principal addressee (66)
§  He became her confessional father but a spiritual son, as she taught him the practice of mental prayer (68)
§  García de Toledo becomes an intermediary between the writer and other potentially hostile readers (69)
o   Mix of negative and positive politeness strategies (70)
o   Repeated complaint that she has been misread (71)
-          False humility
o   Idea that humility was responsible for her abandonment of mental prayer (72)
o   Fear of vainglory as a strategy of the devil (72)
o   Warning of practitioners of prayer to beware of temptation of humility, which arises when one wishes to please earthly authorities (72)
o   Some humility as form of cowardice (73)
o   Humility can be either a true or counterfeit virtue (74)
o   True humility as the right to accept God’s love (75)

Friday, December 20, 2013

Balun-Canan (1957) - Rosario Castellanos

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Sobre la autora y la obra
-          Castellanos
o   México, 1925-1974
o   Generation of 1950 (poets who wrote during World War II, influenced by Cesar Vallejo and others)
o   Focus on gender issues and also interest in indigenous problems (despite not being indigenous herself)
-          This is an indigenist novel

Comps Example Questions
  1. The development of Spanish American identity and issues of race, class, and gender in numerous authors, from modernismo to the present (although they occur earlier as well). Authors: Agustini, Arguedas, Argueta, Storni, Burgos, Castellanos, Cardenal, Ferré, Berman, Álvarez, Williams, Puig, Barba Jacob, Sarduy, Menchú, Alzandúa, Paz, Fernández Retamar, Galeano, Rama, etc. Some suggested readings: Foster and Altamiranda, Cornejo Polar, Meyer, Castillo, Stabb, Martin, Kaminsky, Beverly and others under testimonio.
2.      Indigenismo. Definition, origins, thematic elements and representative works that characterize the genre (Works: Matto de Turner, Varela, Icaza, J.C. Mariátegui and R. Castellanos), or Indigenismo avec Indigenous self-representations.

What Franco says (Intro to Spanish-American Lit, Chapter 8)
-          Castellanos’ novels draw on the Indian legends and religious practices from the Chiapas region of southern Mexico (252)
-          Less concerned with the interpretation of Indian attitudes than with the interpretation of Indian and non-Indian cultures – shows Indian world in conflict with white/mestizo world (252)

What Cambridge Companion: Latin American Novel says (Chapter 2)
-          Castellanos = Latin America’s most important woman author of indigenista fiction
-          Her novel centers on gender categories as markers for regional and native identities (56)
-          Work focuses on a land-owning family whose social standing is eroded by reforms from the national government. (56)
-          “History is allegorized by incapacity of family to sustain its patriarchal line. When her sickly brother dies, the novel’s protagonist, a young girl, becomes the sole heir, threatening the continuation of the family name. That crisis produces a sense of stagnation, and the indigenous peasants’ face-off with the girl’s father in a conflict that ultimately drains both sides. Caught in the middle, Castellanos’s young narrator portrays how powerful forces of socialization, particularly the Church, break the girl’s identification with the local Maya culture in order to mold her according to dominant models of feminine subjectivity.” (56)

Characters
-          Protagonist – 7 year old girl, daughter of a landowner
-          Ladino landowners – protagonist’s parents (César is father, Zoraida is mother)
-          Indian workers
-          Mario – protagonist girl’s brother
-          Ernesto – bad teacher
-          Nana – Indian woman that takes care of protagonist and her brother Mario

Summary
The story (beginning in Comitán) is told from the perspective of the seven-year old female child of a landowner (the Argüellos). She has an indigenous woman that takes care of her and her brother and she goes to an all-girls private school taught by a woman from Comitán. Her parents don’t really care for her at all—they rely heavily on “Nana” to rear their kiddies. Being a young child, the narrator doesn’t know what is going on politically at the time, but she relates events that show the unrest of the indigenous people and their discontent with the landowners. On the other hand, her landowning parents can’t conceive of a change to the long-standing laws that have favored them, not requiring payment for certain kinds of work that los indios do for them, actually paying their native employees minimum wage. They cannot believe that natives will work hard or not use all their money on booze. The parents resist strongly the imposition of new political policies that seek to improve the lot of the native people. Indians that are on the side of the landowners show up from time to time at the house, maimed and/or dying. These events impact the young girl—she sees a correspondence between a graphic crucifix and a mutilated native that she saw die in front of her home. Eventually the private school is closed by the government, as there are new policies about public education, and the family goes with the father as he travels out to some of his other holdings. There are laws requiring teachers to work with native farm employees, and the father, César, employs the bastard son of his dead brother Ernesto (whose name the son shares) as a teacher and he travels with the family and is taught the ropes by his uncle. The father is proud and he begins to impart his customs onto Ernesto, who is only too proud to take them up (such as fathering an army of illegitimate children among the native women he employs).
An indigenous man named Felipe, who has met President Cárdenas, gets his fellow workers to demand a school be put in and the children on the farm be taught. The workers build the school and the Ernesto is forced to teach but, after he has his way with Matilde (a cousin of César) and she tries to kill herself when she discovers she is pregnant with his child, he begins to drink. He eventually hits some of the school children when he is drunk and they demand another teacher. Ernesto is sent by César to the municipal capital to get the government’s attention, but he is shot by indígenas before he gets there. The family goes back to Comitán and César goes to try to get the governor’s attention but to no avail. Zoraida is told by Nana that the sorcerers of the field are going to eat Mario, her male child, and Zoraida freaks out. She kicks Nana out of the house after beating her. She gets a beggar to tell her fortune but it is only bad. So, trying to make things better, she sends the girl and Mario to communion classes because the priest will not attend to her unless they become church members. However, the two Argüello kids are told a ghost story and it makes Mario too scared to take communion. So, the girl steals the key that guards the communion host. Knowing what his sister has done, Mario becomes even more afraid and he wastes away. Modern medicine cannot help him because he will not eat or sleep. Mario dies eventually, Zoraida freaks out, and the girl feels horrible. Don Jaime Rovelo, another landowner whose son has become a progressive, remarks that neither he nor César has any son to carry on their lines. The girl, in the end, feels horrible about what she has done and wishes she could apologize to Mario.

Themes/ideas
-          Writing style
o   Child’s perspective – infantilizes problem
-          Racism / discrimination (against Indians)
-          Oppression (of Indians and of women)
-          Indigenist novel