During the mid-1990s, a bilingual intercultural education initiative was launched to promote the introduction of indigenous languages alongside Spanish in public elementary schools in Bolivia’s indigenous regions. Bret Gustafson spent fourteen years studying and working in southeastern Bolivia with the Guarani, who were at the vanguard of the movement for bilingual education. Drawing on his collaborative work with indigenous organizations and bilingual-education activists as well as more traditional ethnographic research, Gustafson traces two decades of indigenous resurgence and education politics in Bolivia, from the 1980s through the election of Evo Morales in 2005. Bilingual education was a component of education reform linked to foreign-aid development mandates, and foreign aid workers figure in New Languages of the State, as do teachers and their unions, transnational intellectual networks, and assertive indigenous political and intellectual movements across the Andes. Gustafson shows that bilingual education is an issue that extends far beyond the classroom. Public schools are at the center of a broader battle over territory, power, and knowledge as indigenous movements across Latin America actively defend their languages and knowledge systems. In attempting to decolonize nation-states, the indigenous movements are challenging deep-rooted colonial racism and neoliberal reforms intended to mold public education to serve the market. Meanwhile, market reformers nominally embrace cultural pluralism while implementing political and economic policies that exacerbate inequality. Juxtaposing Guarani life, language, and activism with intimate portraits of reform politics among academics, bureaucrats, and others in and beyond La Paz, Gustafson illuminates the issues, strategic dilemmas, and imperfect alliances behind bilingual intercultural education.

La interculturalidad encuentra en el ámbito educativo un gran número de dificultades, una de ellas es la que proviene del mantenimiento de planteamientos excluyentes por parte de algunos ámbitos del saber. Es fundamental considerar al otro como un elemento de alteración de nuestra propia realidad y por ello un factor fundamental de crecimiento.

TRASATLANTICA. Poetry and Scholarship is an academic peer-reviewed journal devoted to the study and promotion of poetry produced and consumed on both sides of the Atlantic, in Spanish, Portuguese and English.

Literally hundreds of languages world-wide have experienced direct or indirect Hispanisation during the heyday of the Spanish colonial empire. The number of languages which continue to borrow from Spanish on a daily basis is considerable especially in Latin America. This volume gives the reader a better idea of the range of contact constellations in which Spanish functions as the donor language. Moreover, the contributions to this collection of articles demonstrate that it is not only possible to compare the contact-induced processes in the (Hispanised) languages of Austronesia and the Americas. It is emphasized that one can draw far-reaching conclusions from the presented borrowing facts for the theory of language contact in general. The volume is divided into two sections according to geographical principles: section I is devoted to contacts of Spanish in Latin America. Two contributions look at the Hispanisation of varieties of Nahuatl (Classical Nahuatl studied by Anne Jensen and modern varieties studied by José Antonio Flores Farfán). Martina Schrader-Kniffki discusses Spanish-Zapotec contacts and their relations to language mixing and purism. Luciano Giannelli and Raoul Zamponi address the issue of Hispanisms in Kuna, a language from Panama. For South America, Jorge Gómez-Rendón discusses whether or not there are constraints on lexical borrowing from Spanish into Imbabura Quichua. Suzanne Dikker studies the intertwined language Media Lengua in her attempt at redefining the notion of relexification. Section II focuses on the impact of Spanish on the languages of Austronesia and South-East Asia. Steven Roger Fischer shows that the heavy Hispanisation of Rapanui is currently being reverted. Steve Pagel compares Hispanisation processes and their results in the Mariana Islands and on Rapa Nui. The second comparative study is by Patrick O. Steinkrüger who reviews a variety of Philippinian languages and their degrees of Hispanisation. The attitudes of native speakers of Chamorro as to Hispanisms is the topic of the study by Rosa Salas Palomo and Thomas Stolz. The volume is especially interesting for students of language contact. But also scholars with a background in Romance linguistics or Hispanic philology will find the assembled articles very useful, as well as Austronesianists and Amerindianists.

The first book-length analysis of the controversial Pan-Hispanic short story anthology “McOndo” (1996) draws on World Literature scholarship to take a step toward reclaiming the anthology’s artistic intentions and considering its generation-defining legacy in Latin American literary history.

This book broadens the scope of Latina/o criticism to include both widely-read and understudied nineteenth through twenty-first century fictional works that engage in critical discussions of gender, race, sexuality, and identity. The essays in this collection do not simply seek inclusion for the texts they critically discuss, but suggest that we more thoughtfully consider the utility of mapping, whether we are mapping land, borders, time, migration, or connections and disconnections across time and space. Using new and rigorous methodological approaches to reading Latina/o literature, contributors reveal a varied and textured landscape, challenging us to reconsider the process and influence of literary production across borders.

Presentamos un trabajo que descubre las posibilidades que ofrecen los escenarios habituales del aula de Educación Infantil para el desarrollo del aprendizaje de los niños. Las autoras proponen múltiples estrategias para la resolución de situaciones problemáticas y reflexionar sobre lo sucedido.