Entre fronteiras: a escrita imigrante de Julia Alvarez em How the García girls lost their Accents

This master s thesis aims at investigating the way in which diasporic subjects in the novel How the García Girls Lost their Accents (1992) cope with the clash of two cultures the Caribbean one, from the Dominican Republic, and the North-American one, from the U.S., as well as the implications of such negotiations in the lives of immigrants, once it apparently depicts the plight of those who are torn between mother-lands and mother-tongues (IYER, 1993, 46). At the same time, the implications of such negotiations in the lives of immigrants are relevant issues in the writing of Julia Alvarez. For this, there is the analysis of the uses of family memories as one of the main strategies immigrant writers possess to recall their identities. Moreover, this thesis will also consider the language issue for the construction of the immigrant identity insofar as bilingualism is a key factor in the negotiation the García girls must effect between their Caribbean and their American halves in order to understand where they stand in the contemporary world. In order to build a theoretical framework that supports this master s thesis, we list the works of Homi K. Bhabha (1990, 1996, 2003, 2005), Stuart Hall (2001, 2003), Julia Kristeva (1994), Salman Rushdie (1990, 1994), Sonia Torres (2001, 2003) among other contributions that were crucial to the completion of this academic research

QUANDO OS IMIGRANTES FALAM: VOZES DIASPÓRICAS EM HOW THE GARCÍA GIRLS LOST THEIR ACCENTS, DE JULIA ALVAREZ

This article aims at discussing the fictional representation of Caribbean immigrants in the novel How The García Girls Lost Their Accents, by Julia Alvarez. This discussion will be especially based on the impact of immigration on Alvarez’s diasporic subjects and the development of their hyphenated identity in the U.S. For this, the paper will also consider the language issue for the construction of the immigrant identity insofar as bilingualism is a key factor in the negotiation the García girls must effect between their Caribbean and their American halves in order to understand where they stand.

La letteratura dei latinos negli Stati Uniti. Proposta di traduzione del romanzo "How the Garcia girls lost their accents" di Julia Alvarez

Nonostante l’importanza crescente degli scrittori latinos caraibici all’interno della letteratura nordamericana, le loro opere sono ancora poco conosciute in Italia. Lo scopo di questa tesi è di presentare il filone degli scrittori caraibici che scrivono e pubblicano negli Stati Uniti attraverso la traduzione di alcuni capitoli tratti dal romanzo How the García girls lost their accents della scrittrice newyorchese di origini dominicane Julia Álvarez. L’elaborato è diviso in cinque capitoli: il primo inizia fornendo una breve panoramica del contesto storico e letterario in cui si inseriscono gli autori latinos, per poi proseguire con la descrizione delle caratteristiche principali di questo filone; una breve parentesi verrà dedicata anche alla sua difficile collocazione letteraria. Nel secondo capitolo viene presentata l’autrice e la sua opera. Il terzo capitolo si focalizza sulla struttura e i temi principali del romanzo e su una descrizione più dettagliata dei capitoli scelti per la traduzione. Nel quarto capitolo vengono riportate le mie proposte di traduzione per quattro dei capitoli del romanzo. Infine, l’ultimo capitolo è composto da un’analisi dettagliata del processo di traduzione che include alcune riflessioni preliminari sul testo, la descrizione di alcune delle teorie più recenti dei Translation Studies e delle strategie messe in atto durante il processo di traduzione.

A (her)story of ones own: fiction and autobiography in Julia Alvarezs novels

Escritoras migrantes frequentemente publicam romances autobiográficos que mesclam ficção com suas histórias pessoais. Essas escritoras usam suas experiências pessoais para discutir questões coletivas relacionadas aos diversos tipos de deslocamento associados ao processo diaspórico. As migrações em massa das ex-colônias para as metrópoles dos países desenvolvidos cresceram significantemente após a Segunda Guerra Mundial, gerando ao mesmo tempo contato mais próximos e conflitos entre culturas. Essa dissertação pretende analisar os romances autobiográficos How the García Girls Lost their Accents (1991) e Yo! (1997) da escritora dominicana-americana Julia Alvarez, A família Alvarez migrou para os Estados Unidos em 1960 devido a perseguição política. Em seus romances, a escritora lida com os traumas do deslocamento e com o processo de crescimento de meninas divididas entre valores culturais diferentes. Pretendo discutir como Alvarez, em sua prática autobiográfica, problematiza questões relacionadas à migração, como gênero, hibridismo cultural, memória lacunar e identidades fragmentadas. Também analiso como essas narrativas contestam as convenções formais tanto do gênero autobiográfico como da ficção, frisando o quanto o limite entre o real e o fictício, entre o privado e o político, é tênue

Among the forest trees, or, How the bushman family got their homes : being a book of facts and incidents of pioneer life in Upper Canada, arranged in the form of a story /

Mode of access: Internet.

The content of the form of Julia Alvarezs In the time of the butterflies

In the Time of the Butterflies é um romance da escritora dominicana-americana Julia Alvarez sobre a vida e a morte das Borboletas, Las Mariposas, codinome das irmãs Mirabal, membros de um movimento clandestino contra o regime ditatorial de Rafael Leonidas Trujillo na República Dominicana, que se tornaram símbolos da luta contra o Trujillato depois de serem assassinadas a mando do ditador. Essa dissertação tem como objetivo expor como forma literária e contexto social estão diretamente relacionados nesse romance. Ela defende a ideia de que o borramento de três gêneros literários distintos metaficção historiográfica, autobiografia e bildungsroman reflete o questionamento das fronteiras entre o privado e o público, o pessoal e o político, o eu e o outro, o individual e o coletivo, a literatura e a história, fato e ficção e história e subjetividade. Ela também tenta mostrar como a problematização dessas dicotomias implica na contestação de noções pré-concebidas de identidade, história e nação

How the mollusc got its scales: Convergent evolution of the molluscan scleritome

Radiation of dramatically disparate forms among the phylum Mollusca remains a key question in metazoan evolution, and requires careful evaluation of homology of hard parts throughout the deep fossil record. Enigmatic early Cambrian taxa such as Halkieria and Wiwaxia (in the clade Halwaxiida) have been proposed to represent stem-group aculiferan molluscs (Caudofoveata+Solenogastres+Polyplacophora), as complex scleritomes were considered to be unique to aculiferans among extant molluscs. The 'scaly-foot gastropod' (Neomphalina: Peltospiridae) from hydrothermal vents of the Indian Ocean, however, also carries dermal sclerites and thus challenges this inferred homology. Despite superficial similarities to various mollusc sclerites, the scaly-foot gastropod sclerites are secreted in layers covering outpockets of epithelium and are largely proteinaceous, while chiton (Polyplacophora: Chitonida) sclerites are secreted to fill an invaginated cuticular chamber and are largely calcareous. Marked differences in the underlying epithelium of the scaly-foot gastropod sclerites and operculum suggest that the sclerites do not originate from multiplication of the operculum. This convergence in different classes highlights the ability of molluscs to adapt mineralized dermal structures, as supported by the extensive early fossil record of molluscs with scleritomes. Sclerites of halwaxiids are morphologically variable, undermining the assumed affinity of specific taxa with chitons, or the larger putative clade Aculifera. Comparisons with independently derived similar structures in living molluscs are essential for determining homology among fossils and their position with respect to the enigmatic evolution of molluscan shell forms in deep time.

Charting the territory : how female artist/teachers balance their artistic practice with their institutional responsibilities as teachers /

This r\.~et.lrch examined ho\\' ~ight \\'omen artists \\'ho t~ach at the uni versity and college level, balance thcir artistic practic~ and their institu tional responsibilities as tcachers. This thesis reprt.~ents the culmination of \\'ork for my second graduate degree. For my first degrCt! on th~ grad uat~ level, I concentratoo on d~veloping my artistic practice. This ~Iaster's Degree in Education is no k~ important to m~. In pursuing studies in the field of education I \\'anted to understand my rol~ as both an educator and an artist and in the process I uncovered the interplay of race, class, and gender at \\'ork in th~ classroom. Coming from a \\'orking-class, immigrant background \\'here higher education \vas vie\\'cd as a stepping stone that \"ould enable my siblings and me a greater spectrum of opportunities, I \\'as at last able to understand my o\\'n educational experiences, more clearly. I discovered ho\\' d\.~ply I internalized the racism, sexism and class discrimination, I submitted to in my history as a student. Becoming a\\'are about the social forc\.~ at "'ork \\'ithin my day to day life has provided me \\'ith instruments \\'hich I can usc to examine and respond to these inequities as I confront them in th~ future. This \,'ork exists as a serk'S of responses and further av~nues for investigation on some themes I first began to explor~, albeit very tentati\'~ly, during my first incarnation as a graduate student and so though the h\'o bound volum~s rna-\' one da.v sit si.d~ b\' s id~ on the bookshelf, th~\-' exist in the context of my life as a set of brackets surrounding a series of qUl'Stions about being a \\'Onlan, a teachcr and an artist.

Exploring the impact of a hands-on intervention on grade 7 girls and their feelings about self, mathematics, science, technology and related careers

Forty-five 12- and 13-year-old females attending Grade 7 in North York, Ontario were randomly selected from a group of 100 females who had volunteered to participate in a oneday hands-on workshop called It's Your Choice at Seneca College. The goals of this intervention were to broaden the career horizons of these students and to help them realize the need to continue mathematics and science through high school in order to keep occupational options unlimited. The young women were given a pre- and post-attitude survey to provide background information. In the month following participation in the workshop the students were interviewed in small groups (S students per group) to discover their perceptions of the impact of the workshop. The interviews revealed that participants felt that after the workshop their feelings of self-confidence increased, specifically with respect to working with their hands. Participants felt more aware of the usefulness and importance of the study of mathematics, science and technology, They also felt that It's Your Choice increased their interest in careers in these domains and helped them to see that these careers are viable choices for females. The interviews also revealed that many of the participants felt that in this society their roles and their choices were influenced and probably limited by the fact that they are female.

Gone with the internet - How the old education was lost

Despite its young history, Computer Science Education has seen a number of "revolutions". Being a veteran in the field, the author reflects on the many changes he has seen in computing and its teaching. The intent of this personal collection is to point out that most revolutions came unforeseen and that many of the new learning initiatives, despite high financial input, ultimately failed. The author then considers the current revolution (MOOC, inverted lectures, peer instruction, game design) and, based on the lessons learned earlier, argues why video recording is so successful. Given the fact that this is the decade we lost print (papers, printed books, book shops, libraries), the author then conjectures that the impact of the Internet will make this revolution different from previous ones in that most of the changes are irreversible. As a consequence he warns against storming ahead blindly and suggests to conserve - while it is still possible - valuable components of what might soon be called the antebellum age of education.

How should american students understand their civic culture? : the continuing battle over the 2002 Massachusetts history and social science curriculum framework.

Resumen basado en el del autor