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LITERATURES OF THE AMERICAS
Geographies of
Girlhood in
US Latina Writing
Decolonizing Spaces and Identities
Andrea Fernández-García
Literatures of the Americas
Series Editor
Norma E. Cantú
Trinity University
San Antonio, TX, USA
This series seeks to bring forth contemporary critical interventions within
a hemispheric perspective, with an emphasis on perspectives from Latin
America. Books in the series highlight work that explores concerns in lit-
erature in different cultural contexts across historical and geographical
boundaries and also include work on the specific Latina/o realities in the
United States. Designed to explore key questions confronting contem-
porary issues of literary and cultural import, Literatures of the Americas is
rooted in traditional approaches to literary criticism but seeks to include
cutting-edge scholarship using theories from postcolonial, critical race,
and ecofeminist approaches.
Geographies
of Girlhood in US
Latina Writing
Decolonizing Spaces and Identities
Andrea Fernández-García
University of Oviedo
Oviedo, Spain
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer
Nature Switzerland AG 2020
This work is subject to copyright. All rights are solely and exclusively licensed by the
Publisher, whether the whole or part of the material is concerned, specifically the rights
of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction
on microfilms or in any other physical way, and transmission or information storage and
retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology
now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specific statement, that such names are
exempt from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and
information in this book are believed to be true and accurate at the date of publication.
Neither the publisher nor the authors or the editors give a warranty, expressed or implied,
with respect to the material contained herein or for any errors or omissions that may have
been made. The publisher remains neutral with regard to jurisdictional claims in published
maps and institutional affiliations.
This Palgrave Macmillan imprint is published by the registered company Springer Nature
Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Acknowledgements
v
vi ACKNOWLEDGEMENTS
1 Introduction 1
Works Cited 8
vii
viii CONTENTS
7 Conclusions 185
Works Cited 191
Index 193
CHAPTER 1
Introduction
On the other hand, it offers a brief overview of the most common pat-
terns for representing Latina girls in scholarly work, television, cinema,
and in children’s and young adult literature by US Latina writers.
The second section gives an account of the patriarchal discourses
that the characters discussed in this book have to negotiate: marian-
ismo, machismo, and malinchismo. I will explain how they originated and
describe the gender roles that they prescribe for women so as to gain a
better grasp of the discourses that shape the characters’ growing-up expe-
riences.
The third section begins by outlining the reasons why US Latina
authors have relied mostly on the Bildungsroman to visibilize the daily
lives and negotiations of Latina youth. In addition, I theorize the Bil-
dungsroman by Latina writers as a discursive space that emerges from a
dialogue between the colonial and the postcolonial, which in turn brings
about the decolonization and redefinition of paradigms and concepts.
This conceptualization is based on decolonial and border thinking, an
epistemology and ethics that resists the homogenizing forces of the uni-
versal or globalized culture. In this sense, I will particularly draw on
Emma Pérez’s concept of the “decolonial imagery” (1999) to elucidate
the potential of this literary expression to rethink dominant paradigms in
an attempt to claim neglected subjectivities and histories. This entails the
decolonization of not only a patriarchal and Eurocentric literary tradition,
but also the Western male-ordered notions of subjectivity and spatiality it
conveys.
Chapter 2 closes with a more detailed account of decolonial and bor-
der thinking, the paradigm through which identities and spaces are inter-
preted and made sense of in this study. Born in Latinx and Latin Ameri-
can academic circles, this epistemology and ethics has as one of its main
goals to foreground the continuity of the past colonial experience within
present-day global racial hierarchies. In this sense, the main argument is
that coloniality is still an intrinsic part of capitalist world power systems,
as it is based on the imposition of a racial/ethnic hierarchy on popula-
tions, a structure with its origins in the “idea that [the] colonizer is eth-
nically and cognitively superior to the colonized” (Castro-Gómez in Gil
Araújo 2010, 190). This section shows how this logic of power is mani-
fested through different current phenomena that affect the lives of Latinxs
in the United States, namely racialization, discrimination, exploitation,
and, more recently, the signing of an executive order to build a physi-
cal wall between Mexico and the United States. In this respect, special
4 A. FERNÁNDEZ-GARCÍA
the spaces of the home and the school. The second section, “Daily Migra-
tions: Minding the Gap Between Home and School,” pays attention to
how the protagonist experiences and carefully negotiates a gap between
her home and the school, focusing on the different roles she takes up in
each setting. This involves a consideration of the power structures govern-
ing these places and how they mediate Negi’s performances. By contrast,
the third and last section, “Destabilizing Demarcations Between Home
and School: Mingling Social Practices, Values, and Meanings,” examines
the way these gaps are blurred as the protagonist incorporates a complex
amalgam of different value systems into her sense of identity, leading us to
consider the multiple (and often conflicting) elements that coalesce into
personal identities and social spaces.
This plurality of scenarios will offer a multidimensional picture of the
experiences of girls under study here and the different paths they take to
undo mainstream conceptions of places and identities. In negotiating their
daily lives across these multiple contexts, the girls that Alvarez, Cantú,
Ponce, and Santiago portray advance alternative ways of thinking about
subjectivites and spatialities, putting forward epistemologies and ethics
that challenge the contours and limits of coloniality. Thus, in line with
Michel Foucault’s claim that “where there is power, there is resistance”
(1978, 95), this book will show how the current logic of power makes
room for the destabilization of a Euro-American worldview on the part of
a youth group that is often rendered voiceless and denied the opportunity
to see themselves reflected in a world where girls are becoming more and
more visible.
Notes
1. The ethnic label “Latinx” is an umbrella term that covers diverse groups
of Latin American descent and thus erases substantial differences among
individual groups. However, it would be hard to use specific terms—such
as Chicanx, Puerto Rican, Dominican American, and Cuban American—
when referring to all the groups that are subsumed under this label. I use
it with no intention to disregard the specific socio-historical circumstances
of each group but for the purpose of a more practical and simple usage.
2. Unlike “Mexican American,” which is generally perceived as a neutral term,
“Chicanx” is a more politicized designation that signifies pride and ethnic
identity. However, to avoid unwieldy repetition, the terms “Mexican Amer-
ican” and “Chicanx” will be used interchangeably throughout this study
8 A. FERNÁNDEZ-GARCÍA
Works Cited
Alvarez, Julia. 2009. Return to Sender. New York: Yearling.
Brady, Mary Pat. 2006. “Double-Crossing the Border.” In The Chicana/o Cul-
tural Studies Reader, edited by Angie Chabram-Dernersesian, 150–160. New
York and London: Routledge.
Cantú, Norma E. 2015/1995. Canícula: Snapshots of a Girlhood en la Frontera.
Updated ed. Albuquerque: University of New Mexico Press.
Castells, Manuel. 1996. The Information Age: Economy Society and Culture, Vol-
ume 1: The Rise of a Network Society. Oxford: Blackwell.
Foucault, Michel. 1978. The History of Sexuality, Vol. 1: An Introduction. Trans-
lated by Robert Hurley. New York: Random House.
Gil Araújo, Sandra. 2010. “The Coloniality of Power and Ethnic Affinity in
Migration Policy: The Spanish Case.” In Decolonizing European Sociology:
Transdisciplinary Approaches, edited by Encarnación Gutiérrez Rodríguez,
Manuela Boatcă, and Sérgio Costa, 179–194. Farnham and Burlington: Ash-
gate.
Holloway, Sarah L., and Gill Valentine. 2000. Children’s Geographies: Playing,
Living, Learning. London and New York: Routledge.
Mignolo, Walter D. 2000. Local Histories/Global Designs: Coloniality, Subaltern
Knowledges, and Border Thinking. Princeton and London: Princeton Univer-
sity Press.
Pérez, Emma. 1999. The Decolonial Imaginary: Writing Chicanas into History.
Bloomington and Indianapolis: Indiana University Press.
Ponce, Mary Helen. 1993. Hoyt Street: An Autobiography. Albuquerque: Uni-
versity of New Mexico Press.
Santiago, Esmeralda. 2012/1998. Almost a Woman: A Memoir. New York: Da
Capo.
———. 2006/1993. When I Was a Puerto Rican: A Memoir. New York: Da
Capo.
CHAPTER 2