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Presentations

“Lecturas desde los confines, Aira, Piglia, Perlongher y Girondo leídos desde la academia norteamericana”.

para Primeras Jornadas de “Arte, Cultura y Política: Poéticas del Conurbano”
2 de junio 2015, Universidad Nacional Arturo Jauretche
Mesa sobre literatura.

  • La traducción como una traición. Los límites de la traducción. El ejemplo de la palabra “compañeros” en la poesía de Gelman. La solución de Joan Lindgren.
  • Pero quizás podemos ir más allá de esa idea y plantearnos la imposibilidad de transmitir espacios comunes-locales. Aquello que es tan evidente que pasa desapercibido. Aquello que es parte del consenso. Desconfiar de esta idea.
  • Hay un cierto engaño en ese espacio cómodo de lo común, espacio del consenso. Esto se evidencia mucho cuando un texto literario se tiene que discutir desde las periferias del artefacto literario. Cuando hay que desmantelarlo para poder reconstruirlo. Tratar de discutirlo con interlocutores que no tienen la posibilidad de concertar con esa base semiótica.
  • En esos casos: ¿cómo analizar las diferentes construcciones estéticas? Es decir, más allá de la dificultad del idioma ¿qué hacer con imágenes y estéticas que nos son comunes, que no son parte del consenso al ser presentadas o discutidas con una audiencia que no comparte ese consenso?
  • Hay que desmantelar la imagen; y al hacerlo, aparecen rajaduras. Rajaduras que nos proponen un tercer espacio.
  • En esas rajaduras de esta aceptación social primaria tenemos la oportunidad de cuestionar ese status quo y así perturbarlo para recrear algo distinto.
  • Es interesante pensar esta rajadura desde otros campos como el género, la clase social, el idioma, etc. Lo intraducible localmente, la fragmentación ideológica y sus discursos. La fragmentación de la que habla Alain Touraine y su falta de actores.
  • Para traducir o trasladar esa imagen a la periferia es necesario encontrar espacios similares o en algunos casos disimilares pero con similares potenciales.
  • El ejemplo Tango-Blues.
  • otros ejemplos: Aira, Gelman, Piglia, Girondo.
  • Perlongher el cronista. El crítico/a literario/a como cronista.

Libros mencionados:

Aira, César. Cómo me hice monja. Ediciones Era, México DF, 2005.

Aira, César. Los fantasmas. Ediciones Era, México DF, 2002.

Donoso, José. El lugar sin límites. Seix Barral, Barcelona, 1979

Gelman, Juan, and Joan Lindgren. Unthinkable Tenderness. University of California Press, 1997.

Girondo, Oliverio. Obra completa. Editorial Universidad de Costa Rica, 1999.

Perlongher, Néstor. Prosa plebeya. Ediciones Colihue SRL, Buenos Aires, 1997.

Perlongher, Néstor. (Roberto Echavarren Ed.) Poemas Completos. Seix Barral, 1997.

Piglia, Ricardo. Cuentos morales. Planeta, Buenos Aires, 1997.

Piglia, Ricardo. La Ciudad Ausente. Seix Barral, Buenos Aires, 1995.

Piglia, Ricardo. Plata quemada. Planeta, Buenos Aires, 1997.

Piglia, Ricardo. Respiración artificial. Seix Barral, Buenos Aires, 2000.

Touraine, Alain. After the Crisis. Polity Press, Cambridge, 2014

 

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Presentation @ Saint Mary’s College

Saint Mary’s College Conference
Teachers, Teaching and the Media Conference
October 16th to 18th

Panel: Alternative Communities, Alternative Stories: Experimenting with Moocs, Community Television, and Cinema
Friday, October 17th / with By: Tomás Crowder-Taraborrelli and Kristi Wilson

MOOCs and Social Media (pdf file)
A discussion about MOOCs, courses and the idea of “open”
By Fabian Banga

Online education has experienced tremendous growth over the last decade, spurred by a combination of technological innovations, economic drivers, and changing demographics. Today, more than one third of the nation’s college students take courses online. According to the latest survey by the College Board and Babson Survey Research Group, Changing Course: Ten Years of Tracking Online Education in the United States (2013), over 6.7 million students at four-year institutions in the United States were taking at least one online course during the fall of 2011, an increase of more than half a million, or 9.3 percent, over 2010 (Babson, 2013).

In this context we have experienced the rise of MOOCs (Massive Open Online Courses). But what are MOOCs? Can we consider MOOCs a phenomenon associated with online education or just a continuation of the space associated with social media? Are they products of our neoliberal society? We will have a discussion about MOOCs and question of what the “C” means. Are MOOCs courses or online events? We will discuss how to teach in the open internet without learning outcomes. Finally, we will question the word “course” or at least demand a clarification of what constitutes a course. We will discuss an example of a MOOC I offered in spring 2013 at Berkeley City College.

#bccagora

A conversation about outsourcing education, higher education culture and adjunctivism.

more info: www.bccagora.org

Saturday, May 10th from 9:00 am to noon –
Berkeley City College, room 431 / 2050 Center Street, Berkeley, CA 94704

There have been numerous conversations in the last few decades about the neoliberalization of higher education and how colleges and university are increasingly being conceived as needing to adhere to the parameters of private sector business and market values. Even if the actions, paradigms and goals of educational leaders and institutions are not directed specifically towards the privatization of this area of public services; nevertheless, they manage educational institutions as if they were, or should be, run according to the models of private businesses. An example of this is the ever-increasing emphasis on productivity, budget constraints and the massification of education. In the case of this last development, illustrated by last year’s obsession with MOOCs, it is interesting to note that most of the conversations about MOOCs did not focus on the idea of open education but rather on using them in ways that could serve the greatest amount of students with the fewest resources. Furthermore, more and more corporations are directly or indirectly influencing curriculum, for example, through research and materials produced by textbook giants. Another example of this corporate influence can be found in the use of consultants to outsource critical operations of the educational institutions such as technology and assessment. At the same time, perhaps because of the focus on economic productivity, another phenomenon that has become predominant in the last two decades is the precarization of instruction in the form of adjunctivism. In this short conference/conversation we will discuss these issues and debate the possibilities and consequences of conceiving higher educational institutions that conform to the parameters of the private business model.