| Unit name | Migration and Movement: Cultural Exchange in the Lusophone World, 19th to 20th Centuries |
|---|---|
| Unit code | HISP20099 |
| Credit points | 20 |
| Level of study | I/5 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Lingna Nafafe |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | Department of Hispanic, Portuguese and Latin American Studies |
| Faculty | Faculty of Arts |
This unit examines Afro-Brazilians’ migration back to Lusophone Africa; contemporary movement of Lusophone Africans to European cities such as Lisbon, Madrid, and London; and the current Portuguese migration to Luanda, Angola. In class discussion and written work, students will draw on theories of migration, the exchange of ideas, ‘retornados’, identity, language, music, and discourses of nationhood and religious belonging. Migration is associated with cultural exchange as well as pervasive feelings of dislocation, within a context of rapid historical and cultural transformation. This unit critically engages in the ongoing dialogue among scholars about the nature of the migration. Students will examine recent debates on post-colonial thinking on movement within the Lusophone world. They will gain a strong sense of the complexity of history and address the question of human movement in relation to the Lusophone spaces
By the end of this unit the students will be able to demonstrate their ability to:
1. Critically evaluate a number of theoretical positions on migration discourses;
2. Locate these positions in a Lusophone historical framework;
3. Apply migration and movement critical theories to the analysis of a wide range of cultural and political texts;
4. Analyse the origins and permutations of racial identities and stereotypes;
5. Recognise and interrogate the continued dominance of national discourses;
6. Carry out independent research appropriate to level I
7. Demonstrate the ability to work collaboratively.
8. Demonstrate sophisticated presentation skills.
Teaching will be delivered through a combination of synchronous sessions and asynchronous activities, including seminars, lectures, and collaborative as well as self-directed learning opportunities supported by tutor consultation
1 group presentation on topic chosen by students (summative, 30%), assessing ILOs 1-8.
1 x 2500 word essay (summative, 70%), assessing ILOs 1-6.
Benjamin, T. The Atlantic World: Europeans, Africans, Indians and their shared history. 1400-1900, Cambridge, 2009.
Cunha, Manuela Carneiro da, Negros, Estrangeiros — os Escravos Libertos e Sua Volta à África. São Paulo, Brasiliense, 1985.
International Migration, Vol. 47(3) 2009 Special Issue on Migration in the Lusophone World
http://onlinelibrary.wiley.com/doi/10.1111/imig.2009.47.issue-3/issuetoc
Batalha, L., The Cape Verdean Diaspora in Portugal: Colonial Subjects in a Postcolonial World, Lexington Books, Maryland: Lanham, 2004.
Ferreira, Carolin Overhoff, Identity and Difference: Postcoloniality and Transnationality in Lusophone Films, LIT Verlag Münster, 2012.
Mann Kristin and Edna G, (eds.), Rethinking the African Diaspora: the Making of a Black Atlantic World in the Bight of Benin and Brazil, London: Frank Cass, 2001
Massey, D., et al. (Eds), Worlds In Motion: Understanding International Migration at the End of the Millenium, Oxford: Clarendon Press, 1998.
