¿Cuán “global” es la formación en literatura?: El caso de Argentina
; Levitt, Peggy Otros responsables
Fecha
06/2022
Editorial
Cambridge University Press
Revista
Latin American Research Review
Título del libro
Nombre del evento
Fecha del evento
Institución organizadora
ISSN
0023-8791
eISSN
ISBN
Idioma
Español
Tipo del evento
Clasificación temática
Palabras clave
Resumen
Desde formas y latitudes distintas, existen llamamientos a la globalización de la educación superior. Pero, ¿qué es lo que realmente se pide? Este artículo examina los programas de enseñanza de teoría y crítica literaria de Argentina, un país históricamente atravesado por el pensamiento europeo, con una sólida producción académica. Encontramos que los programas priorizan la producción nacional y una selección de obras internacionales, con inclinación hacia el pensamiento francés. Estos resultados se explican por la ecología institucional y la distribución intelectual del trabajo entre las instituciones más antiguas y prestigiosas que se centran en el ámbito nacional y las más recientes, con mayor inclinación internacional. También se explican por el peso de la traducción, que permite mayor acceso a materiales. Además, encontramos bibliografía realizada por fuera de América Latina, Europa y Estados Unidos, de académicos globalizados que dejaron sus países de origen para estudiar en Europa y Estados Unidos.
Calls to globalize higher education come in many forms. But what are those calls, and from where are they made? This article examines the teaching of literary theories and criticism in Argentina, a geopolitically peripheral country whose intellectual and cultural production has been influenced by Europe and the United States. It finds that most courses focus on national literature combined with a selective focus on international works, mainly French. These results are explained by the institutional ecology of the higher education system and by an intellectual distribution of labor between older, prestigious institutions that tend to focus on national production, and more recently established ones that are more internationally oriented. They are also explained by Argentina's strong translation system. Finally, there are works produced outside Latin America, Europe, and the United States by academics from the Global South who study and work in the Global North.
Calls to globalize higher education come in many forms. But what are those calls, and from where are they made? This article examines the teaching of literary theories and criticism in Argentina, a geopolitically peripheral country whose intellectual and cultural production has been influenced by Europe and the United States. It finds that most courses focus on national literature combined with a selective focus on international works, mainly French. These results are explained by the institutional ecology of the higher education system and by an intellectual distribution of labor between older, prestigious institutions that tend to focus on national production, and more recently established ones that are more internationally oriented. They are also explained by Argentina's strong translation system. Finally, there are works produced outside Latin America, Europe, and the United States by academics from the Global South who study and work in the Global North.
Colecciones
Aprobación
Revisión
Complementado por
Referenciado por
Licencia Creative Commons
Excepto donde se indique lo contrario, la licencia de este ítem se describe como by
