The Oxford Handbook of Gabriel García Márquez

García Márquez’s writing is a literary order that will continue to be read, studied, and learned so long as there are practitioners, students, and lovers of literature. One Hundred Years of Solitude, of course, is admired by millions across the world, from high school students to major novelists such as Salman Rushdie and the late Toni Morrison. The Oxford Handbook of Gabriel García Márquez takes a broad overview of the life and oeuvre of “Gabo” (as he is affectionately known throughout Latin America) and examines them thoroughly. The volume incorporates ongoing critical approaches such as feminism, ecocriticism, Marxism, and ethnic studies, as well as signaling such key aspects of García Márquez’s work as his Caribbean-Colombian background; his use of magical realism, myth, and folklore; and his left-wing political positions. Thirty-two wide-ranging chapters by a diverse and international group of experts deal with the bulk of the author’s writings—both major and minor, early and late, long and short—as well as his involvement with film. They also give due attention to the central roles played by romantic love, by his prose style, and by the various kinds of music in his literary art. Particularly worthy of mention are the contributors’ extensive discussions of the worldwide artistic impact of García Márquez—on established canons, on the Global South, on imaginative writing in South Asia, China, Japan, and throughout Africa and the Arab world. More than a Latin American author, he truly qualifies as a global phenomenon. This is the first book on García Márquez that places the Colombian within that wider context.

2021 ◽  
pp. 231-245
Author(s):  
Heba El Attar

In 2014, newspapers across the Spanish-speaking world covered how the international press paid tribute to García Márquez. Particular attention was given to the extensive eulogies in the Arab press. A special homage was paid to the author’s memory in Saudi Arabia, where the Third South American-Arab Countries Summit was being held at the time. This was not Naguib Mahfuz; this was García Márquez. How was it possible for a Latin American author to become that popular across the Arab world? How was it possible for his novels to be referenced naturally in popular Arab films such as The Embassy in the Building (2005)? Was all this simply due to the fact that in postindependence Latin America, particularly since the 1940s, there has been a growing de-orientalist discourse? Or did García Márquez craft a particular dialogue with the internal and external Arabs? With all this in mind, and by drawing on Latin American (de)orientalism in the works of Kushigian, Nagy-Zekmi, and Tyutina, among others, this article analyzes the dimensions and implications of García Márquez’s depiction of the internal Arab (immigrant in Latin America) in some of his novels as well as his dialogue with the external Arab (the Arab world) in some of his press articles.


Author(s):  
Isabela Nardi da Silva ◽  
Josiel Pereira ◽  
Juarez B Silva ◽  
Simone Bilessimo

The VISIR+ project was an international collaboration project for the dissemination of the remote laboratory VISIR, a tool to support teaching the theory and practice of electrical and electronic circuits. The initiative was first disseminated in Europe, and Latin American countries such as Brazil followed. This chapter essentially aims to discuss the experience of the Federal University of Santa Catarina in Brazil with the VISIR+ project. Various approaches were used for the dissemination of the initiative, including free courses for high school students, teacher training, and the creation of a virtual environment to discuss and share lesson plans that used the remote laboratory VISIR on their plots. In conclusion, the experience was observed as excellent for the institution and there was no reason to put the project ideas aside. After participating in the project, it becomes a challenge to ensure its sustainability.


2021 ◽  
Vol 29 ◽  
Author(s):  
Rhonda C. George ◽  
Alice Romo ◽  
Karen Robson

Drawing on Toronto District School Board (TDSB) Student Census data (2006 and 2011), we examine if there have been changes in the perceptions of school climate between two cohorts of high school students. First, we contextualize our study and review relevant policy changes to student inclusion and equity to set the stages for examining, by way of a sort of “natural experiment”, to see if there was a change in the perception of school climate by students after these policy changes occurred. We then review the scholarship on school climate, its relationship to race, and its relationships to educational experiences and outcomes. We then examine how self-identified race is associated with students’ perceptions of school climate in both cohorts, interpreting our results within a Critical Policy Analysis framework. We find evidence of improved school climate from 2003 to 2008, although the changes have not been uniform by self-identified race, and in some cases have worsened, particularly for self-identified Black and Latin American students.


2017 ◽  
Vol 14 (26) ◽  

The border strip between the south of the United States and the north of Mexico provide an excellent opportunity to study the effects of the flow of media productions from the United States to Mexico. Many communication theories have attempted to explain the reception of transnational media flows to Latin American countries. Scholars from the cultural imperialism camp argue that the flow of culture is unidirectional from capitalist or First World countries (mainly the United States) to developing countries (also know as the Global South); other theories claim there is an asymmetrical dependence between developed and underdeveloped countries (Fejes, 1981). However, recent arguments claim audiences tend to prefer content closely related to their own cultural values (Straubhaar, 1991). Audience research has concluded there is no evidence to support the loss of cultural identity in some Latin American countries and regions according to their media preference (Straubhaar, 1991 Lozano, 1992). Nonetheless, those studies have also found that regardless of the geographical or cultural proximity to the United States or Europe, upper and middle class audiences tend to prefer to a certain degree US media content or international programming over domestic programming. Combining those two theoretical propositions, the purpose of this study is to look at the media consumption preferences of high school students in Nuevo Laredo, Tamaulipas and find a relation between the cultural products they consume, their sense of Mexican identity, and nationalism. Using both methodological approaches, quantitative and qualitative, a survey was conducted with students from three different private high schools in Nuevo Laredo and a total of 22 participants were interviewed in separate focus groups. One of the most important findings of this study is that upper-middle and upper class students from Nuevo Laredo are not worried about losing their Mexican identity as a consequence of continuous exposure to American media. It could be argued that they are more afraid of not being able to attain the best from what their privileged geographical location has to offer in terms of cultural capital. They recognize that one of the biggest advantages of living in the border with the United States is the ability to practice while learning English and to have access to American products.


2017 ◽  
Vol 20 ◽  
Author(s):  
Teresa Kirchner ◽  
Ernesto Magallón-Neri ◽  
Manuel S. Ortiz ◽  
Irina Planellas ◽  
María Forns ◽  
...  

AbstractThis study uses ecological momentary assessment (EMA) with smartphone devices to examine community adolescents’ perceptions regarding both the intensity of and variability in their daily sadness/depression, anxiety, and somatic problems over the period of one week. Participants were 90 high-school students (Mage = 14.61, SD = 1.64; range 12–18). The sample was divided according to gender (61.1% girls), migratory status (68.5% Spanish nationals and 31.5% Latin American immigrants), and level of psychological symptoms (17% risk group). Sadness/depression, anxiety, and somatic problems were examined using a smartphone app, five times per day, semi-randomly, for seven days (35 possible moments). A high proportion of adolescents did not report feelings of sadness (80.0%) or worry (79.3%) or physical symptoms on a daily basis (84.9%). Girls and the risk group reported greater intensity levels for the three analyzed problems than did boys and the normal group, respectively (p < .001 in all cases). Migratory status was not associated with any significant differences in the analyzed problems over the one-week period (p > .05 in all cases). Day-to-day fluctuations in mood during the week were statistically significant but not meaningful (b = 0.0004, 95% CI [0.0001, 0.0008], p = .001).


2019 ◽  
Vol 42 (1) ◽  
pp. 83-94 ◽  
Author(s):  
Jesus Jaime-Diaz

Studies have shown that high school students feel “othered” within schools. This is particularly true of working-class communities. The former dominates the literature in relation to social class within educational studies. What needs to be addressed is how surveillance is enacted within pedagogy in everyday practices within schools. This paper draws on an empirical study of 17 high school students and 5 teachers who were interviewed through semi-structured interviews and platicas. Three key themes arise from their conversations covered in this paper:security, social distance, and the understanding of discipline. I argue that the most holistic way to understand such phenomena is to apply an interdisciplinary approach, through education, ethnic studies, and spirituality, but it is not limited to these. The paper concludes that we must interrogate the genealogy of education and what is seldom scrutinized as a norm, the structure of schooling.


2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Amber Strong Makaiau

This article examines the impact of using a philosopher’s pedagogy to teach school subjects (Lewis & Sutcliffe 2017) through the case study of Ethnic Studies at Kailua High School. Conducted in a multicultural setting, the participants in the study are 89 high school students and data comes from their course assignments. A constructivist approach to grounded theory methods is used to analyse data. Findings reveal how two facets of the philosopher’s pedagogy helped engage students and positively impact their personal and academic development. They are: (1) the seven-part inquiry process and (2) the community of inquiry. In the article’s conclusion, using the philosopher’s pedagogy to teach Ethnic Studies is presented as an important means for developing student engagement and carrying out the aims of multicultural, culturally responsive, and social justice approaches to schooling. 


2021 ◽  
pp. xxiv-12
Author(s):  
Gene H. Bell-Villada ◽  
Ignacio López-Calvo

The publication in 1967 of his masterpiece Cien años de soledad, followed by the English-language translation in 1970, changed García Márquez’s personal and professional life forever and was arguably the main reason for his winning the 1982 Nobel Prize. Other masterworks would follow, notably The Autumn of the Patriarch, an experimental narrative about an aging Caribbean dictator that is also infused by magical realism while leaving behind the Macondo of One Hundred Years of Solitude. Also passed in review here are his short-story collections, his later novels of romantic love, and the highly praised novellas No One Writes to the Colonel and Chronicle of a Death Foretold. García Márquez’s literary success is placed within the context of the Cuban Revolution, the Latin American Boom, and the growing recognition received by previous Latin American authors (Cortázar, Fuentes, Vargas Llosa). In ensuing articles, García Márquez is examined via a broad array of perspectives, several of them unavoidable: biography, magical realism, and alchemy; local roots and world influence (especially in the Global South and Asia, as well as Spain); and issues of ethnicity, gender, myth, ecology, musical genres, left-wing politics, and anti-imperialism. Readings of individual works conclude our survey. Throughout these thirty-two essays, virtually all of García Márquez’s mature works—long and short, early and late, fictional, nonfictional, and even filmic—are expertly and subtly teased out for the benefit of his many devoted readers worldwide.


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