Despite a pronounced shift away from Eurocentrism in Spanish and Hispanic studies departments in US universities, many implicit and explicit vestiges of coloniality remain firmly in place. While certain national and linguistic expressions are privileged, others are silenced with predictable racial and gendered results. Decolonizing American Spanish challenges not only the hegemony of Spain and its colonial pedagogies, but also the characterization of Spanish as a foreign language in the United States. By foregrounding Latin American cultures and local varieties of Spanish and reconceptualizing the foreign as domestic, Jeffrey Herlihy-Meraworks to create new conceptual maps, revise inherited ones, and institutionalize marginalized and silenced voices and their stories. Considering the University of Puerto Rico as a point of context, this book brings attention to how translingual solidarity and education, a commitment to social transformation, and the engagement of student voices in their own languages can reinvent colonized education.
After American Studies is a timely critique of national and transnational approaches to community, and their forms of belonging and trans/patriotisms. Using reports in multicultural psychology and cultural neuroscience to interpret an array of cultural forms—including literature, art, film, advertising, search engines, urban planning, museum artifacts, visa policy, public education, and ostensibly non-state media—the argument fills a gap in contemporary criticism by a focus on what makes cultural canons symbolically effective (or not) for an individual exposed to them. The book makes important points about the limits of transnationalism as a paradigm, evidencing how such approaches often reiterate presumptive and essentialized notions of identity that function as new dimensions of exceptionalism. In response to the shortcomings in trans/national criticism, the final chapter initiates a theoretical consideration of a postgeographic and postcultural form of community (and of cultural analysis).
After American Studies is a timely critique of national and transnational approaches to community, and their forms of belonging and trans/patriotisms. Using reports in multicultural psychology and cultural neuroscience to interpret an array of cultural forms—including literature, art, film, advertising, search engines, urban planning, museum artifacts, visa policy, public education, and ostensibly non-state media—the argument fills a gap in contemporary criticism by a focus on what makes cultural canons symbolically effective (or not) for an individual exposed to them. The book makes important points about the limits of transnationalism as a paradigm, evidencing how such approaches often reiterate presumptive and essentialized notions of identity that function as new dimensions of exceptionalism. In response to the shortcomings in trans/national criticism, the final chapter initiates a theoretical consideration of a postgeographic and postcultural form of community (and of cultural analysis).
Despite a pronounced shift away from Eurocentrism in Spanish and Hispanic studies departments in US universities, many implicit and explicit vestiges of coloniality remain firmly in place. While certain national and linguistic expressions are privileged, others are silenced with predictable racial and gendered results. Decolonizing American Spanish challenges not only the hegemony of Spain and its colonial pedagogies, but also the characterization of Spanish as a foreign language in the United States. By foregrounding Latin American cultures and local varieties of Spanish and reconceptualizing the foreign as domestic, Jeffrey Herlihy-Meraworks to create new conceptual maps, revise inherited ones, and institutionalize marginalized and silenced voices and their stories. Considering the University of Puerto Rico as a point of context, this book brings attention to how translingual solidarity and education, a commitment to social transformation, and the engagement of student voices in their own languages can reinvent colonized education.
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