Abstract
In “Notes from the Field: Decolonizing the “Spanish” Major,” Castro-Klarén argues that the inherited philological model of the “Spanish” language and literature major assumes an ahistorical “unity” of the Spanish language (Castilian in fact) that affects with colonizing measures the historical understanding of Spanish American cultures and literatures. Likewise, the “Spanish” major curriculum “in the language only” excludes from course design a great deal of the indispensable revamping scholarship in English that redefines the field. The author proposes consideration of a relational and critically comparative approach for designing curriculum that would avoid epistemic re-colonization in a globalized world.
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Castro-Klarén, S. (2016). Notes from the Field: Decolonizing the Curriculum/The “Spanish” Major. In: Ramos, J., Daly, T. (eds) Decolonial Approaches to Latin American Literatures and Cultures. Literatures of the Americas. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-349-93358-7_1
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DOI: https://doi.org/10.1057/978-1-349-93358-7_1
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