埃丝特·费尔南德斯(Esther Fernández)的《体现奇迹:现代西班牙早期的幻觉》(综述)

IF 0.2 4区 文学 0 LANGUAGE & LINGUISTICS Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese Pub Date : 2023-09-01 DOI:10.1353/hpn.2023.a906582
Alejandra Juno Rodríguez Villar
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引用次数: 0

摘要

迷人。Quispe-Agnoli关注“作为一个印第安人写作”(106),补充了Dulfano对土著问题化辩论的看法。另一方面,Chang-Rodríguez和Guengerich接下来的两篇文章则关注精英女性在《评论》中的角色和待遇。《皇家评论、语言和视觉表现》由五篇文章组成,涉及三个不同的主题(语言学、视觉媒体和想象力)。萨莫拉对加尔西拉索为其更大的政治项目而使用语言的关注很好地补充了Mazzotti对加尔西拉索民族志和叙事写作风格的描述。这两者在社会语言学的课程单元中会很适合。深入研究安第斯山脉的宇宙观(卡斯特罗-克拉曼)和视觉表现(黑山),可以更细致地描绘出征服印加的画面。最后,Beckjord分析了想象在《评注》中的作用,包括想象的场景和细节,以及加尔西拉索作为一个说克丘亚语的人纠正其他作者错误的权威。最后一组文章是《印加加尔西拉索跨学科》(尽管五位撰稿人都是文学学者)。它包括将加尔西拉索置于一场在美国东南部寻找神秘黄金的国际竞赛的背景下(博查德),并使用加尔西拉索的摘录来充实学生对印加山区祭祀的理解(托马斯)。其他文章则深入探讨了印加宗教(富尔斯特)和“记忆教育学”(cort - vacei 247,251)。在这本书的最后一篇文章中,塞拉诺详细描述了如何在第一节课上使用《评注》中的故事来吸引学生并奠定教学基础。接下来是对作业的描述,例如博客文章、故事地图和书面回应,Serrano甚至包括推荐的阅读和电影。在某些方面,这最后一章最好地说明了本书的教学目标。有些文章不可避免地比其他文章贡献更大,但许多文章提供了作业的具体示例,配对阅读和讨论主题,这些对各个领域的教师都非常有用。这些都是教育的种子,会让读者一次又一次地回到这本书。对于那些课程全部或部分集中在安第斯山脉早期现代时期的教师来说,这本书可能是他们书架上的一个很好的补充。
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To Embody the Marvelous: The Making of Illusions in Early Modern Spain by Esther Fernández (review)
engaging. Quispe-Agnoli focuses on “writing as an Indian” (106) complements Dulfano’s problematization of debates around indigeneity. The next two essays by Chang-Rodríguez and Guengerich, on the other hand, focus on elite women’s roles and treatment in the Commentaries. “The Royal Commentaries, Language, and Visual Representation” consists of five essays on three separate topics (linguistics, visual media, and imagination). Zamora’s focus on Garcilaso’s use of language in service of his larger political project nicely complements Mazzotti’s description of Garcilaso’s ethnographic and narrative writing styles. The two would work well in a course unit on sociolinguistics. Diving into Andean cosmologies (Castro-Klarén) and visual representations (Montenegro) gives a more nuanced picture of the conquest of the Inca. Finally, Beckjord analyzes the role of the imagination in the Commentaries, including imagined scenes and details, and Garcilaso’s authority as a Quechua speaker to correct other authors’ errors. The final group of essays is “Inca Garcilaso Across the Disciplines” (though all five contributors are literature scholars). It includes approaches to put Garcilaso into the context of an international race to find mythical gold in the southeastern United States (Borchard), and to use excerpts from Garcilaso to flesh out students’ understanding of capacocha, or Incan mountain sacrifices (Thomas). Other essays delve into Incan religion (Fuerst) and a “pedagogy of memory” (Cortés-Vélez 247, 251). In the book’s last essay, Serrano describes in detail how to use a story from the Commentaries in a first class to engage students and lay pedagogical foundations. Descriptions of assignments such as blog posts, story maps and written responses follow, and Serrano even includes suggested readings and films. In some ways, this final chapter best illustrates the book’s pedagogical objectives. Some essays are inevitably stronger contributions than others, but many provide specific examples of assignments, paired readings, and discussion topics that could be quite useful to instructors in various fields. These are the pedagogical seeds that will keep readers coming back to this book again and again. For those instructors whose courses focus entirely or in part on the Andean early modern period, this book could be a good addition to their bookshelves.
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