School of Languages and Linguistics - Research Publications

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    The production of autarkic subjectivities: Food discourse in Franco’s Spain (1939–59)
    Anderson, L ; del Arco Blanco, M ; ANDERSON, P (Bloomsbury Publishing, 2021-10-07)
    This chapter looks at the role played by food discourse in the production of autarkic subjectivities in Franco’s Spain (1939–59), in particular how it taught readers the ‘right’ approach to food in Spain’s post-war economy. If notions of self-sacrifice and a belief in Spain’s capacity to feed its own people were central to autarky, so too was a ‘taste’ for indigenous foodstuffs. Official food discourse produced readers or citizens with such tastes while also giving them a daily experience of themselves as autarkic subjectivities. Another way in which official discourse sustained autarky was through what I label ‘gastronomic patriotism’, or ‘gastronomic xenophobia’. Given that autarky was part of a broader desire to seal Spain off from outside influence, it follows that official food discourse produced a gastronomic map of Spain that was proudly free from external influence. This notion of Spanish food culture as pure or closed off from ‘corrupting’ foreign influence impacts not just on the contours of Spanish gastronomy, but also on individual subjectivity as Spaniards come to define themselves in these terms, too.
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    Australia
    Anderson, L ; Albala, K (Greenwood, 2016)
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    Women Food Writers in Authoritarian Regimes: Upholding and Subverting Power in Cuba’s batistato and Paraguay’s stronato
    Anderson, L ; Uxo Gonzalez, C (Routledge, 2023-01-01)
    This article examines the role of female food writers in codifying cuisine in authoritarian regimes in Cuba (batistato, 1952-1958) and Paraguay (stronato, 1954-1989), providing examples of the way in which food discourse can both support and resist authoritarian power. As an everyday practice, the preparation and consumption of food offered the State the opportunity to promote, through the discursive codification of cuisine, official views of the nation as racially homogeneous (Paraguay) or as site of modernity, modelled on the United States (Cuba). The texts of four female cuisine writers (Josefina Velilla de Aquino, Graciela Martínez, Nitza Villapol and Adriana Loredo) are analyzed, to elucidate how each of them upheld or subverted the official discourse.
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    Languages at Work: Defining the Place of Work-Integrated Learning in Language Studies
    Anderson, L ; Are, K ; Benbow, H ; Fornasiero, J ; Reed, SMA ; Amery, R ; Bouvet, E ; Enomoto, K ; Xu, HL (Springer, 2020)
    This chapter makes an argument for the place of Work-Integrated Learning (WIL) in tertiary language studies, with specific reference to the Spanish and German programs at the University of Melbourne. Incorporating WIL into our curricula has enabled us to connect students with local communities and cultural institutions, as well as provide them with work-relevant skills, in particular intercultural competence. Providing students with opportunities to develop work-relevant skills has seen us focus our energies not just on the more advanced-level language subjects where students are clearly suited to placements and internships, but also on beginner- and intermediate-level language subjects. An advantage of this whole-of-curriculum approach is that students understand the contemporary relevance of language study from the outset of their degree. Language study is often seen as something that adds value to another core degree and, as we incorporate WIL into our curriculum, it is our hope that we are able to articulate more clearly the value of language study to our diverse cohort of students.
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    Transhispanic Food Cultural Studies
    Anderson, L ; Ingram, R (Bulletin of Spanish Studies: Hispanic Studies and Researches on Spain, Portugal and Latin America, 2020)
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    Writing from and for the periphery: Carving out a place for Spanish food studies
    Anderson, L ; Colmiero, J ; Martinez Exposito, A (Edizioni Ca’ Foscari, 2019)
    This volume is an attempt to renew and de-peripheralize Iberian studies, focusing on the peripheral as geographical, cultural and ideological positioning, when questioning the center's hegemonic optics and reviewing the pre-existing cultural canons, and their gaps, exclusions and invisibilities. This is a multiple task - carried out from Australia and New Zealand - that includes the study of peripheral cultural forms, both of the so-called historical nationalities absent from the Spanish cultural / literary / linguistic canon, as well as other minority groups that have traditionally been displaced to different types of periphery, such as exiles, political prisoners, immigrants, gypsies, working classes, colonial subjects or sexual minorities, in a global context.
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    Out of the Class and into the Gallery: Teaching Spanish through Fine Arts
    Anderson, L (University of Alberta, 2019-10-23)
    This paper explores the role of art galleries in the Spanish program at the University of Melbourne, Australia, illustrating how teaching language via artworks opens up particular modes of teaching that integrate language and content while increasing student motivation. The integration of culture and language is particularly challenging in the case of beginning level students, yet visual art has provided particularly fruitful, given that art bypasses linguistics. Visual arts in language instruction has already been discussed in terms of student motivation (Bevilacqua Martello 2017). I discuss student motivation in relation to our advanced level students who work with the National Gallery of Victoria’s (NGV’s) education team to design a program tailored to beginners students, acting as teachers or guides for the students during the gallery visit.
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    The language of food: carving out a place for food studies in language curricula
    Absalom, M ; Anderson, L ; Fornasiero, J ; Reed, S ; Amery, R ; Bouvet, E ; Enamoto, K ; Xu, HI (Springer Nature B.V., 2020)
    This chapter argues for the place of food studies in tertiary language studies programs. With a myriad of changes to education throughout the twentieth century, language study lost its eminent position as a gateway to higher learning, which means we are required to articulate our relevance to students and university governance. Food and food culture have great appeal amongst students and carving out a place for food studies in our language curricula allows us to generate a new interest amongst a changed student cohort. As well as providing students with an enriching way of learning about other cultures, the non-canonical and universal phenomenon of food or food discourse has the advantage of being immediately accessible to our students who all have their own experiences of food. The study of food also provides us with an opportunity to enhance students’ intercultural skills, which have increasing value in the global workplace. Understanding the multiple layers of meaning attached to food and food culture helps students to develop a sensitivity to the importance of the everyday in their interactions with other cultures. We will discuss this synergy between languages and food studies in the context of tertiary language studies in Spanish and Italian, detailing some of the initiatives in this area.
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    Transhispanic Food Cultural Studies: Defining the Subfield
    Anderson, L ; Ingram, R (Taylor & Francis (Routledge), 2020)
    This introductory article argues for making food central to a praxis of cultural studies in the transhispanic world and the importance of inserting Hispanist voices into the arena of food studies scholarship more broadly. Articles in this Special Issue illustrate that foodways of the transhispanic world are heterogeneous and conflicted. Yet, food discourses allow us to study how people think with food, using it to mark identities, to establish power relationships and to dispute them. Articles in this collection demonstrate how transnational forces condition the food cultures and discourses of this context. They also highlight culinary nationalism and the inextricable links communities and nation-states construct and sustain between food and national cuisines from within and outside of nation-states or state-less nations. Both critical frameworks, the transnational—which engages imperial expansion, neocolonialism, globalization and migration—, and the national—in which foodways change in the context of intercultural encounters, are essential to understanding food cultures and their discursive and textual forms in this context.