Literature, Genres and Sexuality
Code: 100263 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500245 English Studies | OT | 3 | 0 |
| 2500245 English Studies | OT | 4 | 0 |
| 2500248 Spanish Language and Literature | OT | 3 | 0 |
| 2500248 Spanish Language and Literature | OT | 4 | 0 |
| 2501801 Catalan and Spanish | OT | 3 | 0 |
| 2501801 Catalan and Spanish | OT | 4 | 0 |
| 2501902 English and Catalan | OT | 3 | 0 |
| 2501902 English and Catalan | OT | 4 | 0 |
| 2501907 English and Classics | OT | 3 | 0 |
| 2501907 English and Classics | OT | 4 | 0 |
| 2501910 English and Spanish | OT | 3 | 0 |
| 2501910 English and Spanish | OT | 4 | 0 |
| 2501913 English and French | OT | 3 | 0 |
| 2501913 English and French | OT | 4 | 0 |
| 2504211 Spanish Language and Literature | OT | 3 | 0 |
| 2504211 Spanish Language and Literature | OT | 4 | 0 |
| 2504212 English Studies | OT | 3 | 0 |
| 2504212 English Studies | OT | 4 | 0 |
Contact
- Name:
- Meri Torras Francés
- Email:
- Meri.Torras@uab.cat
Use of Languages
- Principal working language:
- spanish (spa)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- No
- Some groups entirely in Spanish:
- No
Teachers
- Diego Falconi Trávez
- Lucía Andújar Rodríguez
Prerequisites
None.
Objectives and Contextualisation
The body features as a key element in proposed objects of analysis from a gender perspective (and its intersectionalities), and, as such, has played a central role in some of the most radical inflections in Western feminist genealogies. The aim of this course is to examine the body as a cultural text-archive in threefold sense of the term ‘archive’: a) as that which regulates what can be said/understood (Foucault); b) ‘somateca’, i.e. the place where biolopolitical regimes are inscribed. (Preciado); and c) more generally, archive as a storage room where one can track and document a memory from the past made present and, in the case of the body, presence.
Competences
- English Studies
- Analysing the formal, thematic, cultural and historical characteristics of the works of literary creation and reflection on literature of different languages and countries.
- Applying different analytical tools to several types of literary works.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students have the ability to gather and interpret relevant data (normally within their study area) to issue judgments that include reflection on important issues of social, scientific or ethical.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- Spanish Language and Literature
- Analysing the formal, thematic, cultural and historical characteristics of the literary works and works of reflection on literature of different languages and countries.
- Applying different analytical tools to several types of literary works.
- Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
- Catalan and Spanish
- Analysing the formal, thematic, cultural and historical characteristics of the works of literary creation and reflection on literature of different languages and countries.
- Applying different analytical tools to several types of literary works.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students have the ability to gather and interpret relevant data (normally within their study area) to issue judgments that include reflection on important issues of social, scientific or ethical.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- English and Catalan
- Analysing the formal, thematic, cultural and historical characteristics of the works of literary creation and reflection on literature of different languages and countries.
- Applying different analytical tools to several types of literary works.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students have the ability to gather and interpret relevant data (normally within their study area) to issue judgments that include reflection on important issues of social, scientific or ethical.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- English and Classics
- Analysing the formal, thematic, cultural and historical characteristics of the works of literary creation and reflection on literature of different languages and countries.
- Applying different analytical tools to several types of literary works.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students have the ability to gather and interpret relevant data (normally within their study area) to issue judgments that include reflection on important issues of social, scientific or ethical.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- English and Spanish
- Analysing the formal, thematic, cultural and historical characteristics of the works of literary creation and reflection on literature of different languages and countries.
- Applying different analytical tools to several types of literary works.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students have the ability to gather and interpret relevant data (normally within their study area) to issue judgments that include reflection on important issues of social, scientific or ethical.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- English and French
- Analysing the formal, thematic, cultural and historical characteristics of the works of literary creation and reflection on literature of different languages and countries.
- Applying different analytical tools to several types of literary works.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students have the ability to gather and interpret relevant data (normally within their study area) to issue judgments that include reflection on important issues of social, scientific or ethical.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- Spanish Language and Literature
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- Use the methodology and concepts of literary analysis taking into account sources and contexts.
- English Studies
- Identify and analyse the main currents, genres, works and authors in English and comparative literature.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
Learning Outcomes
- Analyse the formal, thematic, cultural and historical characteristics of works of literary creation and reflection on the literature of different languages and countries.
- Argue about several issues and literary problems for the purpose of different works and the assessment of the results.
- Arguing about several issues and literary problems for the purpose of different works and the assessment of the results.
- Autonomously searching, selecting and processing information both from structured sources (databases, bibliographies, specialized magazines) and from across the network.
- Carry out a play for the development of a subject-related work.
- Carrying out a planning for the development of a subject-related work.
- Critically interpret literary works take into account the relationships between different areas of literature and its relationships with human, artistic and social areas.
- Critically interpret literary works taking into account the relationships between the different fields of literature and their relationship with human, artistic and social areas.
- Critically interpreting literary works taking into account the relationships between the different areas of literature and its relationships with human, artistic and social areas.
- Demonstrate knowledge of the basic theoretical foundations of the main methods and trends in literature and criticism.
- Effectively communicating and applying the argumentative and textual processes to formal and scientific texts.
- Place the literary texts in their corresponding formal and cultural contexts.
- Placing the literary texts in their corresponding formal and cultural contexts.
- Present works in formats tailored to the needs and personal styles, both individual and small group.
- Solve problems related to the theoretical foundations and the main concepts in the study of literary criticism.
- Solving problems about writers, methods and currents of comparative literature, and connecting them with knowledge of other humanistic disciplines.
- Solving problems related to the study of different literatures.
- Submitting works in accordance with both individual and small group demands and personal styles.
- Summarising acquired knowledge about the origin and transformations experienced in its several fields of study.
Content
Bloc I
¿Does literature have gender and/or sexuality?
The gender and / or textuality imprint in literary texts. Authorship: writing like a woman. Reading as a feminist, as an act of reading. The tasks of a feminist critique. Traditions and genealogies. Challenging the canon, the methodologies, and the traditional instruments in the literary critique. The political subject of feminism(s). The literary corpus and the body.
Bloc II
What intersections operate in the texts and bodies?
Reading from class, race, desire and coloniality. Race as a theoretical basis for intersections. The racial nullification and its discontents. “Travesti” readings and their entry into the (against) canon. Faggy readings and the “mariconista” critique. Reading critically the heterosexual man.
Bloc III
Gender and discourses
The development of feminist theory: waves and discourses. Definitions of social sex and gender. The sex-gender system. Sex / gender / sexuality relationships.
Bloc IV
Sexuality images
Representations and changes of female and male sexualities in Literature. Practices and social control. Sadomasochism reviews. The denied sex
Methodology
Learning of this course is distributed as follows:
- Instructor-directed activities (30%). Lecture with ICT support and in-class participation & discussion.
- Instructor-supervised activities (25%). Oral presentations, reviews, or papers (individual or in group) will be made following a specific set of guidelines given by the instructor.
- Indepedent activities (45%). Comprehensive and critical reading of literary and theoretical texts. Making outlines and concept maps, and writing summaries.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Lecture with ICT support and debate in a large group. | 25 | 1 | 13, 12, 9, 7, 19 |
| Type: Supervised | |||
| Oral presentations, papers, reviews or course work (individual or in group) will be carried out based on a guideline. Tutorships. | 48 | 1.92 | 3, 2, 13, 12, 6, 5, 9, 7, 18, 11, 14, 19 |
| Type: Autonomous | |||
| Comprehensive and critical reading of literary and theoretical texts. Making outlines, conceptual maps and summaries. | 60 | 2.4 | 3, 2, 13, 12, 6, 5, 9, 7, 18, 11, 14, 19 |
Assessment
The Student:
Should present, at the end of the course, a theoretical reading in class (the time of the talk is 30 minutes) and guide the subsequent debate. This task is group oriented. It will be added to the interventions in the classroom to sum up 40% of the final grade. This activity is NOT recoverable.
At the end of each thematic block –according to the calendar marked by the teachers– a critical review must be handed out to the teachers. This critical review refers to, complets or unfolds one or several of the aspects that had appear in the lectures or discussions raised in the classroom. Each critical review was worth 20% (3 in total) and constituted a continuous evaluation system that was worth the remaining 60% of the final grade. The students who do not complete this percentatge because did not follow the guidelines and the assigned dates, will have to take a recovery exam, in order to collect that 60% of the grade.
In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.
In the event that tests or exams cannot be taken onsite, they will be adapted to an online format made available through the UAB’s virtual tools (original weighting will be maintained). Homework, activities and class participation will be carried out through forums, wikis and/or discussion on Teams, etc. Lecturers will ensure that students are able to access these virtual tools, or will offer them feasible alternatives.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Critical Review 2 | 20% | 5 | 0.2 | 3, 2, 13, 12, 6, 5, 9, 7, 8, 18, 11, 14, 19 |
| Critical Review 3 | 20% | 5 | 0.2 | 3, 2, 13, 12, 6, 5, 9, 7, 8, 18, 11, 14, 19 |
| Critical review 1 | 20% | 6 | 0.24 | 3, 2, 13, 12, 6, 5, 9, 7, 8, 18, 11, 14, 19 |
| Oral presentation and debate | 40% | 1 | 0.04 | 1, 3, 2, 4, 10, 13, 12, 6, 5, 9, 7, 8, 18, 11, 14, 15, 17, 16, 19 |
Bibliography
Supportive Bibliography:
Adán, Carme. Feminismo e coñecemento. da experiencia das mulleres ao cíborg. A Coruña: Espiral Maior Universitas, 2003.
Andrés, Rodrigo (ed.). Homoerotismos literarios. Barcelona: Icaria, 2011.
Butler, Judith. Cuerpos que importan. Sobre los límites materiales y discurivos del “sexo”.
Traducción de Alcira Bixio. Barcelona: Paidós, 2002.
Butler, Judith. Deshacer el género. Traducción de Patrícia Soley-Beltrán. Barcelona: Paidós, 2006.
Butler, Judith. El género en disputa. El feminismo y la subversión de la idetidad. México: Paidós, 2001.
Carbonell, Neus i Meri Torras (eds.). Feminismos literarios. Madrid: Arco libros, 1999.
Castrejón, María. Que me estoy muriendo de agua. Guía de narrativa lésbica española. Madrid-
Barcelona: Egales, 2008.
Clúa, Isabel (ed). Género y cultura popular. Estudios culturales. Bellaterra: Edicions UAB, 2008. Ciplijauskaité, Biruté. La construcción del yo femenino en la literatura. Cádiz: Publicaciones de la Universidad de Cádiz, 2004.
Cixous, Hélène. La risa de la Medusa. Ensayos sobre la escritura.Traducción de Ana María Moix.
Barcelona: Anthropos, 1995.
De Lauretis, Teresa. Diferencias. Etapas de un camino a través del feminismo. Madrid: Horas y horas, 2000.
Falconí Trávez, Diego. “La heteromaricageneidad contradictoria como herramienta crítica cuy-r en las literaturas andinas”, Revista Interdisciplinaria de Estudios de Género no. 8, 2021.
Fe, Marina (ed). Otramente. Lectura i escritura feminista. México: FCE, 1999.
Fernàndez, Josep-Anton i Adrià Chavarria (eds.). Calçasses, gallines i maricons. Barcelona: Angle editorial, 2008.
Fuss, Diana. En essencia. Traducció d’Eva Espasa. Vic: Eumo, 1996.
González, Helena e Isabel Clúa (eds.). Máxima audencia. Cultura popular y género. Barcelona: Icaria, 2011.
Haraway, Donna. Ciencia, cyborgs y mujeres. La reinvención de la naturaleza. Trad. Manuel Talens. Madrid: Cátedra, 1991.
Horswell, Michael. Decolonizing the Sodomite. Queer Tropes on Sexuality in Colonial Andean Culture, University of Texas Press, 2005.
Julià, Lluïsa. Tradició i orfenesa. Palma de Mallorca: Lleonard Muntaner, 2007.
Llamas, Ricardo.Teoría torcida. Prejuicios y discursos en torno a “la homosexualidad”. Madrid: siglo XXI, 1998.
Lugones, María. “Colonialidad y género”, Tabula Rasa 9, 2008, 73-101.
Marçal, Maria-Mercè. Sota el signe del drac. Barcelona: Proa, 2004.
Medina, Raquel y Barbara Zecchi (eds.). Sexualidad y escritura (1850-2000). Barcelona: Anthropos, 2002.
Mérida, Rafael M. Sexualidades transgresoras. Barcelona: Icaria, 2002.
Mérida, Rafael M. Manifiestos gays, lesbianos y queer. Testimonios de un alucha (1969-1994).
Barcelona: Icaria, 2009.
Missé, Miquel y Gerard Coll-Planas (eds.). El género desordenado. Críticas en torno a la patologización de la transexualidad. Barcelona-Madrid: Egales, 2010.
Moi, Toril. Teoría literaria feminista. Madrid: Cátedra, 1988.
Nieto Piñeroba, José Antonio. Transexualidad, intersexualidad y dualidad de género. Barcelona: Edicions Bellaterra, 2008.
Specific bibliography will be given for each subject of the course.
Software
MOODLE.
Word processing (with the possibility of conversion to Word and pdfs).
Pdf reader
Power point or similar.
TEAMS
Free software is welcome, as long as the documents can be delivered in the required format.