Reading I NEED HELP ON MY HOMEWORK 4

MÓDULO 1

U.S Latinx Caribbean Voices

Cameron Alcocer

Feiyu Pang

Natalia Apffel (Spanish)

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Módulo 1

USLL Introduction

(PDF)

Eds. Harold Augenbraum, Margarite Fernández Olmos

DUE: 4-12

10:00 PM

The text discusses the growing significance and importance of the literary culture of Latin American authors. However, describing this literature under the term “Latino” is not entirely sufficient in defining the genre as each Latino subgroup represents a distinct culture of the Americas (xii). It’s important to recognize the multicultural aspects of this area including Spanish, Indigenous, and African roots. The literature produced from these groups will continue to grow in prominence in the United States as they are expected to make a quarter of the population by 2050 (xii). The defining literature of the first large wave of Latino literature in the United States dealt with the conflicted relationship of Americanizing while also preserving their culture and identity. It also dealt with social injustice and calls of social justice. The literature in recent times has grown to be more inclusive as it now offers space for women and members of the LGBTQ community to express their experiences. Comment by Aharon Arvizu Ramirez: Provide the author and specific page number in the in-text citation

The text discusses the underestimation of the Narrative and similar works in mainstream literary education in the United States, noting that these works, despite their historical and cultural significance, are often relegated to mere footnotes. The text argues that if these narratives were part of the Anglo-literary culture of the American Northeast, they would have played an important role in the American literary imagination. Comment by Natalia Apffel: ¡Esta idea es muy importante! El texto habla mucho sobe los Estados Unidos en general, pero implica que el 'folclore' estadounidense se basó en el noreste. El oeste no recibe el mismo nivel de reconocimiento cultural en el contexto de la literatura angloamericana.

Puede separar el texto en dos partes: un resumen de la historia de la literatura latina y la explicación del propósito de este libro. El resumen trata lo que ocurrió en esa historia y las consecuencias contemporáneas de esos eventos. Menciona varios periodos, lo colonial y lo moderno (i.e., la década 1960) en particular, y discutió los cambios literarios; autores nuevos, temas diferentes y propósitos inspirados por preocupaciones recientes. Aquí empieza la transición a la sección sobre el propósito del libro; los escritores implican que una colección robusta de esa literatura debe haber surgido, pero ya no existe. Hacen referencias al inicio del texto y la discusión sobre el término ‘latino’ e ‘hispanic’ para expresar la falta de conocimiento general sobre literatura latina en los EE. UU. a pesar de la gran población de los latinos en este país. Discute el estado de las instituciones de educación y cultura en el contexto de nuestra sociedad multicultural (p. xiv). Después de su reflexión, ofrece su propósito en términos claros: crear una antología de literatura latina con los libros más pertinentes y significativos del género para educar y enseñar. Comment by Aharon Arvizu Ramirez: Usa conectores textuales formales Comment by Aharon Arvizu Ramirez: Muy bien por citar la página, pero hace falta la referencia completa (autor/página).

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Módulo 1

Dance Between Two Cultures

Preface (PDF)

Author: William Luis

DUE: 4-12

10:00 PM

Historical circumstances have produced waves of immigration to the United States which has produced a rich genre of literature particularly from Americans of Cuban, Dominican, and Puerto Rican descent. The works are separated into two categories with one encompassing authors who were born in these countries and later migrated to the United States and the other encompassing first-generation Americans born from parents from these countries (xi). Regardless of what category these authors belong to, they are defined by their exploration of their split and sometimes disappearing sense of identity. Many authors from this genre have concluded that regardless of their new life in the United States, a Latino identity still persists. In other words, the Latino identity is not determined by location but rather circumstance. Comment by Aharon Arvizu Ramirez: Please, provide the author and specific page number in the in-text citation Comment by Aharon Arvizu Ramirez: Do not forget to support your response with textual evidence

Migration patterns, including waves of Cubans and Dominicans arriving in the United States because of economic and political pressures, have played a crucial role in shaping the themes and narratives of Caribbean literature in Latin America. Many writers, while sometimes writing in Spanish, primarily use English for Latino and broader North American audiences. This bilingual or English-centric writing helps to appeal to a wider audience and influence American literature and culture more broadly

El autor propone que las características notables de literatura latina son: el bilingüismo, temas tratados en las historias y las actitudes de los autores. Todos los aspectos parecen determinados por el origen de un autor (su país, principalmente) y su movimiento migratorio específico. En otras palabras, el contexto político de su país nativo y los razones por emigrar afectan las historias significativamente. El autor da unos ejemplos de periodos importantes de unos países caribeños para demostrar la influencia de esos contextos. Hace referencias al mercado para cigarros y el papel de los cubanos y también menciona el estado político de Puerto Rico como una colonia de los EE. UU. que concede ciudadanía estadounidense a los puertorriqueños (p xiii). Los efectos de las circunstancias económicas y políticas son evidentes en las obras pertinentes; unos escritores ansían volver a su país/pasado (o lo de sus padres) y otros rechazan el pasado e intentan a crear su propia vida en los EE. UU. Típicamente, los libros son reacciones a los estados unidos y su vida ‘nueva’ en esta nación, pero esas reacciones son determinadas por sus experiencias en su país nativo. Comment by Aharon Arvizu Ramirez: Para esta pregunta, no olvides apoyar tus respuestas con citas textuales y referencia completa.

Luis' definition of Latino highlights the distinctive experiences of Latinos born or raised in the United States. Thus, the term emphasizes circumstances rather than heritage. This circumstance revolves around their split and often clashing identity between their American culture and the culture of their parents (x). The reason for this is to distinguish between the experiences of a “Hispanic” immigrant traveling to the United States to pursue an advanced education and a “Latino” living in the ghettos of East Harlem or East Los Angeles (xi). This definition is a much more specific and strict definition of the term Latino compared to the usage used in the U.S. Latino Literature introduction. Although they found Latino to be not satisfiable for representing the multicultural roots of Latin America, they still choose Latino as the current based term to describe the Latin Americans born in Latin America and the Latin Americans born abroad to Latin American parents. However, attention is given to the fact that not one term can fully encompass the many different cultures that exist within Latin America and its diasporas. Lastly, this definition encourages that we must give attention to not only the Spanish roots of Latin America but also the Indigenous and African roots. Comment by Natalia Apffel: Me gusta tu análisis del uso del término latino. Estoy de acuerdo con tu afirmación que el autor intentó a enfocar en las circunstancias en vez de su origen o herencia. Parece que las circunstancias de los autores provocaron la creación de sus libros y sus orígenes solamente influyeron las obras. Entiendo el propósito del autor… pero todavía me opongo a su mal uso del término ‘latino’ jajaja. Comment by Aharon Arvizu Ramirez: Please, if this is a reference add the page number and citation information

Lewis' definition of "Latino" emphasizes the unique experiences of Latinos growing up in a North American cultural context, particularly those who face tensions between their parents' culture and mainstream American culture. Comparing the two, Lewis's definition is more specific, focusing on the unique psychological and cultural negotiations experienced by Hispanics who grew up in the United States, which sets them apart from those who emigrate directly and maintain strong ties to their homeland. Comment by Cameron Alcocer-Burdett: Hi, I agree that his definition of Latino focuses on the personal experiences rather than heritage. I liked the way you expressed these Latino experiences as  "psychological and cultural negotiations" as they navigate through their split identity between their culture as an American and one as a Latin American. They aren't fully American and integrated into mainstream American culture yet at the same time they are not fully of their parent's home country;s culture because they don't live there or in some cases, they don't even fully speak Spanish. Nevertheless, this Latino identity strongly persists.

Opino que su interpretación de ‘latino’ es tan ridícula; simplemente, es un uso equivocado. Creo que es mejor utilizar términos como ‘first-gen’ y ‘second-gen’ para distinguir las experiencias tan diferentes entre esta población. Su uso es demasiado centrado en los EE. UU. a pesar de su afirmación que ‘latino’ se refiere al contexto norteamericano. Parece que el autor confunde Norteamérica con los Estados Unidos (y supongo Canadá también); ignora el hecho que México está en este continente también. Yo estoy segura de que las experiencias de latinos en los EE. UU. y las experiencias de latinos en México no son muy similares, y mucho menos las mismas. Prefiero la definición del otro texto, es válido en uso (es decir, usarlo correctamente) y más inclusivo. Esta explicación es sencilla y, de alguna manera, tolerante y empática. Explica la definición aceptada en el texto y reconoce que las faltas del término (p xii). Admite que la palabra es vaga y no puede describir precisamente todas las personas que son consideradas latinas. También entiende que el término necesita ser un poco vago para funcionar como una identidad general o universal. Comprende el uso correcto del término y los límites del término, por eso lo utiliza perfectamente. En vez de buscar otros términos, Luis malinterpreta el término y lo utiliza en cualquier manera que quería; no tiene sentido en mi opinión. Comment by Cameron Alcocer-Burdett: Yo también creo que su interpretación de “latino” no es la mejor porque la experiencia latina no es limitada a las personas que nacieron en los Estados Unidos. Estoy de acuerdo contigo que términos como “first gen” y “second gen” son mejores porque no excluye latinos en América Latina y también diferencian entre latinos que viven en los Estados Unidos y latinos que viven en América Latina. Sin embargo, yo creo que es importante hacer distinciones y dar atención a las circunstancias únicas de los latinos que viven en Estados Unidos. Comment by Aharon Arvizu Ramirez: no olvides la referencia completa

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Módulo 1

Introduction

(ALR pp.1-15)

Eds. Juan Flores, Miriam Jiménez Román

DUE: 4-12

10:00 PM

Both works bring attention to the lack of understanding surrounding the Latin American identity particularly in the lack of recognition of the Afro-Latino community. In the interviews, we see that in Hollywood, not only is there a lack of recognition but a denial of representation for their identity. These actors mention that they are denied Latino roles because they don’t fit the “Latino look” because they are black even though Latin America has a significant black population. Likewise, The Afro-Latin@ Reader introduction discusses how we often view Afro and Latino as two conflicting and separate terms that are unable to overlap however this isn’t the case. Both works mention that Afro-Latinos found comfort in bonding with the African American experience in the United States.

Both the presentation and the interview discussed the lack of recognition and visibility of Afro-Latino individuals in their broader social and media representation. The interview explores how African-American Latino actors and their cultural narratives are often marginalized in Hollywood, reflecting a broader trend toward the homogenization of race and racial experiences. By examining these connections, it is clear that both academic presentations and practical observations in Hollywood have a critical perspective on the Afro-Latino experience, highlighting the ongoing challenges and dynamic resilience in seeking appropriate representation and recognition.

El texto provee el contexto histórico de las circunstancias que son analizadas en las entrevistas. La introducción resume la historia de la identidad Afro-latino y las experiencias de personas afro-latinas en siglos diferentes. Explica cómo surgió la situación contemporánea y afirma todo lo que los entrevistados han dicho. Ambas fuentes lamentan la falta de representación en los medios y la consideran un borrado. Un tema que los dos tratan es la ‘calidad’ de los papeles ofrecidos a los actores afro-latinos, ellos típicamente juegan personajes demasiado simples o malos (p. 11). Promueven estereotipos negativos que dañan su comunidad y apoyan las asociaciones entre la comunidad y violencia, crimen, drogas, promiscuidad, etc. Comment by Aharon Arvizu Ramirez: Muy bien por citar la página, pero hace falta la referencia completa (autor/página).

Pelé con Brasil. El Grafico. (1970).

https://commons.wikimedia.org/wiki/File:Pele_con_brasil_(cropped).jpg

Pelé, arguably the greatest soccer player of all time, was an Afro-Latino.

In the Heights (Broadway, Richard Rodgers Theatre, 2008) Playbill. Mar. 2010. Playbill.Com, Playbill Inc., Accessed 10 Apr. 2024.

https://assets.playbill.com/playbill-covers/7e1232ab6830bd766a5e228c844a6c33-in-the-heights-playbill-2008-02-14-web.jpg

(Más información sobre esa musical: https://playbill.com/production/in-the-heights-richard-rodgers-theatre-vault-0000003064#carousel-cell157569 )

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Módulo 1

Black Cuban, Black American

(ALR pp.99-112)

Evelio Grillo

DUE: 4-14

10:00 PM

Although early twentieth century Ybor City had a diversity of races and cultures, there were strong divisions and significant segregation between them. These racial boundaries could only be crossed if socioeconomic boundaries were crossed. For example, some lighter-skinned blacks of higher economic status were able to be accepted by the White community. Across the Black community consisting of Black-American and Black Cubans, cultural, religious, and language differences overshadowed their connection of sharing the same skin color (Grillo, 103). While stigma restricted integration on behalf of adults, the more open mindedness of children allowed the Black American and Black Cuban children to form meaningful relationships (Grillo 106). Comment by Natalia Apffel: La naturaleza de esas relaciones es muy importante, más de apoyo general o solidaridad, ellos se casaron. Los matrimonios fueron cruciales y, a mí, son unos de los aspectos muy conmovedores.

A rich and methodical account of community, identity, and race relations in Ybor City, Florida, in the early 20th century, highlighting the complexity of cultural interactions and social stratification among diverse racial and ethnic groups. Grillo describes a community where economic opportunities, such as those in cigar factories, brought these diverse groups close together, particularly in workplaces where black and white Cubans worked side by side. Outside of economic activity, however, social interaction is limited and marked by ethnic and cultural boundaries. For example, while some personal relationships transcend racial boundaries, such as when Grillo's mother formed interracial friendships at work, those relationships rarely extend into more personal areas, such as home visits or social events. In addition, Grillo discussed the racial and economic segregation that exists in Ybor City, which is not enforced by law but takes place de facto due to social and economic conditions. This segregation often coincides with racial lines, indicating systemic inequalities affecting community housing and social life.

Ybor City era similar a las otras ciudades en su época, tenía marginación racial y segregación racial (Grillo p.102). En consecuencia, las comunidades de Ybor City fueron formadas según las razas y la apariencia. La comunidad tratada por Grillo en su libro fue la comunidad negra, una mezcla de cubanos y estadounidenses. Al inicio, las relaciones entre los dos estaban tensas e incómodas, pero las mejoraron debido a los niños. En particular, Grillo nota el impacto de: la escuela, los eventos/celebraciones comunitarios y las amistades y/o los enamoramientos entre los jóvenes (Grillo, p.106). Eventualmente, los matrimonios surgieron y la generación consolidó su comunidad.

I think it is interesting the contrast in the interaction between Blacks and Whites in Cuba and Black and Whites in the United States. In Cuba, there was no legal separation between the races as was the case in the U.S. Commercial and government facilities were accessible to all Blacks in Cuba and they were able to attend, teach, and serve as administrators in the schools and universities (Grillo 100). Although Blacks in Cuba still suffered from discrimination, the United States was still much further from here in terms of opportunities granted to people of color.

This narrative segment is powerful because it delves into the complexities of identity that go beyond skin color, highlighting how language and cultural differences shape social interactions and perceptions within and across racial groups. Grillo describes how black Cubans, despite sharing a racial identity with black Americans, faced significant challenges in fully integrating into the black American community due to these cultural distinctions. Comment by Cameron Alcocer-Burdett: I think you highlighted a very important theme of this text. How cultural differences and language which in this case consisted of English and Spanish, Catholicism and Protestantism, and being Cuban vs American, cause a gap between the same race. However, I'm curious what is more important in shaping unity - race or culture. For example, would Black Cubans feel more in common with other White Cubans  who share the same language and culture or with Black Americans who faced the same discrimination and prejudice as they suffered.

Una sección muy notable es la descripción del ‘South Florida Fair’ (Grillo, p.107-108). Es una nota breve en la historia, pero revela mucho sobre la comunidad y las experiencias vividas de la época. Todo demuestra el poder de la comunidad, los jóvenes en particular, ellos pueden hacer conexiones y disfrutan algo en situaciones graves. En este caso, los niños se divirtieron en la feria, animados por todas las atracciones, los juegos y la comida de la feria (Grillo, p.107). Grillo escribe sobre sus recuerdos queridos en el parque, sobre sus amigos, su enamoramiento y su hermana mayor. Todas las diversiones y sentimientos del evento son significativos para el autor, pero todo es un producto de racismo. La feria operó dos días y todo ocurrió en el día para los jóvenes negros. Un producto de segregación, un día que demuestro la fuerza de una comunidad también es un recordatorio de su estado como un grupo ajeno, la raza ‘equivocada.’ Esa sección funciona como un resumen del periodo; perseverancia y solidaridad contra el racismo tan prevaleciente.

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Módulo 1

A Puerto Rican in New York (ALR pp.113 - 119)

Jesús Colón

DUE: 4-14

10:00 PM

Jesús Colón is conflicted between his desire to help the white lady and his fear that the white lady will reject him due to her racial prejudice. Not only is he Black but he also has an accent which further separates him from American society. To his own suffering, he ultimately chooses to ignore the woman to play it safe which he later deeply regrets as he doubted the acceptance of the woman. For this, he apologizes to the woman and her children and swears if ever in that position again to always help regardless of how the interaction goes.

Jesús Colón's memoir provides a profound insight into his internal struggle as a Black Puerto Rican navigating the complexities of racial dynamics in early twentieth-century New York City. A passage that vividly captures his inner turmoil is his recounting of an incident in a subway station late at night, reflecting the broader societal prejudices of the time. He describes an encounter where he observes a white woman struggling with her children and luggage, clearly in need of help. As a person of courtesy intrinsic to his Puerto Rican culture, his first instinct is to assist her. However, he is immediately gripped by hesitation and fear, contemplating the potential negative consequences of his approach due to his racial identity​

En una palabra, la vida de Jesús Colón (y los otros puertorriqueños en Nueva York) era una experiencia ‘deshumanizante’. Esta deshumanización surgió en dos formas: otras personas (típicamente los blancos) rechazaban la humanidad de los negros o los negros tenían que ‘abandonar’ su compasión (un aspecto muy ‘humano’) y elegir inacción contra injusticia o situaciones donde una persona necesito ayuda. Colón escribe sobre esa experiencia y su inacción cuando una madre blanca necesito ayuda con sus niños en el tren. El autor no hizo nada, tenía miedo de una potencial reacción muy negativa y racista de la madre. Hoy en día, el autor lamenta su inacción y la ‘pérdida de su cortesía’ (Colón, p.114). Los riesgos de una reacción racista eran graves y terribles, un hecho el autor ha entendido toda su vida.

In Ybor City, do you think Black Cubans felt more unity with White Cubans or with Black Americans? Comment by Natalia Apffel: Creo que la segregación racial es un elemento significativo entre las relaciones. Los cubanos negros, en una manera, solo pudieron hacer conexiones con los estadounidenses negros porque no pudieron estar en el mismo espacio de los cubanos blancos.

In both Evelio Grillo's and Jesús Colón's memoirs, the authors explore their identities and the racial dynamics of the societies in which they lived (Ybor City and New York City, respectively). How do Grillo and Colón describe their experiences with racial and ethnic identity? Comment by Cameron Alcocer-Burdett: I would say that Colón felt very restricted as a result of his racial identity. He was unable to offer help to a white women in fear that she will reject him on the basis of his race. Even more, he was scared to talk because of his accent which furthur restricts him from being accepted. For Grillo, his experience was defined by feeling like an outsider. His classmate accusing him of not fully embracing his Black idenitity stuck with him for the rest of his life.

Ambos autores escriben sobre una historia o figura penosa, Jesús Colón y la madre en el tren y Evelio Grillo y el estudiante Jim. Sus experiencias son muy diferentes, pero los recuerdos han afectado a los autores por tantos años de maneras similares. ¿Por qué incluyeron estas historias? ¿Cómo afectan el resto de los textos? Es dicho:¿Qué piensas sobre las experiencias?

How Afro-Cubans in Tampa Bay United amid Pressures, www.wtsp.com/article/news/local/hispanic-heritage-month/afro-cubans-in-tampa-bay-history/67-52ec8ffa-5888-4a3d-b52b-9475429d2ed8. Accessed 15 Apr. 2024.

Flyer for a Columbus Day Dance. 1942. Jesús Colón, A Puerto Rican in New York and Other Sketches. This flyer includes the phrase “Para raza blanca” in small print at the lower right corner, which underscores the racial segregation prevalent during the period and directly connects to the themes of racial and ethnic identity discussed in Colón's writings.

Esta foto es del interior de una fábrica de cigarros en Ybor City, cerca del año 1920.

https://blog.gardencommunitiesfl.com/wp-content/uploads/2022/11/Ybor_Cigar_workers.jpg

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Módulo 1

USLL: Piri Thomas’ Down These Mean Streets

(GS, PDF pp.21-26)

DUE: 4-21

10:00 PM

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Módulo 1

Excerpt from Down These Mean Streets

(ALR pp.219-231)

DUE: 4-21

10:00 PM

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Módulo 1

Puerto Rican Language and Culture in the U.S. (PDF pp.157-181)

Juan Flores

DUE: 1-30

10:00 PM

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Módulo 1

Nuyorican Poetry Selection + “Puerto Rican Obituary” .

(PDF)

Tato Laviera, Pedro Pietri

DUE: 1-30

10:00 PM

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Módulo 1

Puerto Rican Language and Culture in the U.S. (PDF pp.157-181)

Juan Flores

DUE: 4-23

10:00 PM

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Módulo 1

Nuyorican Poetry Selection + “Puerto Rican Obituary” .

(PDF)

Tato Laviera, Pedro Pietri

DUE: 4-23

10:00 PM

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Módulo 1

The Poet X

(Part I pp.3-92)

Elizabeth Acevedo

DUE: 5-5

10:00 PM

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Módulo 1

The Poet X

(Part II pp.95-220)

Elizabeth Acevedo

DUE: 5-7

10:00 PM

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Módulo 1

The Poet X

(Parts I, II & III)

Elizabeth Acevedo

DUE: 5-7

10:00 PM

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Módulo 1

Of Women and Salt

(Chapters 1-6)

Gabriela García

DUE: 5-17

10:00 PM

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Módulo 1

Of Women and Salt

(Chapters 1-6)

Gabriela García

DUE: 5-17

10:00 PM

MÓDULO 2

Mexican-American Chicanx Voices

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Módulo 2

Infinite Divisions Introduction

(PDF)

Eds. Tey Diana Rebolledo, Eliana S. Rivero

DUE: 5-24

10:00 PM

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Módulo 2

Self and Identity

Infinite Divisions

(pp.75-97)

DUE: 5-24

10:00 PM

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Módulo 2

“ Never Marry a Mexican ” (BF pp.171-187)

Sandra Cisneros

DUE: 5-28

10:00 PM

MÓDULO 3

U.S Central American and South American Voices

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Módulo 3

The Tattooed Soldier

(Part I pp.3-82)

Héctor Tobar

DUE: 6-4

10:00 PM