Este trabajo analiza los espacios dramáticos del teatro de Juan del Encina, sus funciones y su potencialidad escénica. La noción de «espacio dramático» deriva de la teoría semiótica, que considera las referencias locativas en el texto dramático como parte del espacio ficticio teatral y examina el modo en el que todas ellas conjugan el espacio…[Read more]

Me propongo en estas páginas realizar un análisis de los elementos teatrales preservados en la Égloga de Cristino y Febea de Juan del Encina. El objetivo de este trabajo es recuperar los elementos teatrales de la Égloga de Cristino y Febea para demostrar que, pese a la casi ausencia de acotaciones explícitas, Juan del Encina sí tiene prese…[Read more]

Partiendo de la dualidad del texto dramático, como texto literario y espectacular, y con la convicción de que para estudiar el género teatral, en especial el quinientista, es necesaria una mirada bajo la óptica de la semiótica, este trabajo focaliza un análisis del Auto del repelón de Juan del Encina desde la perspectiva del carácter plurisí…[Read more]

Topografías literarias: el espacio en la literatura hispánica de la Edad Media al siglo XXI

Desde la convicción de la dualidad del texto dramático, como texto literario y espectacular, y del convencimiento de que para estudiar el género teatral, en concreto el quinientista, es necesaria una mirada bajo la óptica de la semiótica, este trabajo focaliza el análisis del corpus teatral del dramaturgo Juan del Encina a partir la persp…[Read more]

RESUMEN El presente trabajo pretende estudiar la existencia de una configuración tópica del pastor teatral conformado a lo largo de las obras dramáticas de Juan del Encina. Para ello, analizo la vestimenta pastoril más frecuente en el personaje mediante el rastreo de las diversas didascalias icónicas implícitas que recorren los diálogos. Desde…[Read more]

RESUMEN Asumiendo los planteamientos de la semiótica teatral, que defiende la dualidad del texto dramático, este trabajo de investigación focaliza el análisis del texto espectacular de la Comedia de BrasGil y Beringuella de Lucas Fernández (1474-1542), publicada en la imprenta salmantina de Lorenzo Liom Dedei en 1514 junto con el resto de sus obra…[Read more]

Resumen Este trabajo examina las relaciones entre el teatro castellano y el teatro portugués mediante el análisis del espacio escenográfico de la Representación a la Pasión y muerte de Nuestro Redentor de Juan del Encina, del Auto de la Pasión de Lucas Fernández y del Auto da Alma de Gil Vicente. Para ello, se emplea una metodología eclécti…[Read more]

What can be said about the “style” of academic discourse at the present time, especially in relation to historical method, theory, and reading literary and historical texts? Is style merely supplemental to scholarly substance? As scholars, are we “subjects” of style? And what is the relationship between style and theory? Is style an object,…[Read more]

The essays, manifestos, rants, screeds, pleas, soliloquies, telegrams, broadsides, eulogies, songs, harangues, confessions, laments, and acts of poetic terrorism in these two volumes — which collectively form an academic “rave” — were culled, with some later additions, from roundtable sessions at the International Congress on Medieval Studies…[Read more]

The poetry of Teimuraz I’s marks a turning point in Georgian literary history. From 1629–34, the poet-king of Kartli and Kaxetia (eastern Georgia) undertook to produce a Georgian equivalent to Niẓāmī Ganjevī’s famed quintet (khamsa) that stands as one of the major achievements of classical Persian literature. While Teimuraz I imitated the form…[Read more]

In the wake of Christopher Columbus’ first voyages of “discovery,” the New World rapidly became the setting for European exploration and subsequent colonization. The Spanish and Portuguese established early claim to New World territories, and they were soon joined by representatives of other nationalities eager for a share in the perceived riches…[Read more]

Describes and analyzes two episodes of article rejections based on political correctness and several published instances of politically correct inverse racism. Shows that political correctness in judging scholarship on race uses a double standard which enables reverse racism and an unsavory rhetoric. Discusses political correctness as the…[Read more]

Describes and analyzes two episodes of article rejections based on political correctness and several published instances of politically correct inverse racism. Shows that political correctness in judging scholarship on race uses a double standard which enables reverse racism and an unsavory rhetoric. Discusses political correctness as the…[Read more]

Reviews the Shakespeare Quarterly special issue (spring 2016), a collection of articles on different aspects of modern race study in Shakespeare. Addresses the problems confronting race study, the rhetoric of race “conversation,” and difficulties in race scholarship. Focuses on Ian Smith’s “Who Speaks for Othello” as representative of race study…[Read more]

Reviews the Shakespeare Quarterly special issue (spring 2016), a collection of articles on different aspects of modern race study in Shakespeare. Addresses the problems confronting race study, the rhetoric of race “conversation,” and difficulties in race scholarship. Focuses on Ian Smith’s “Who Speaks for Othello” as representative of race study…[Read more]

Provides a personal perspective on, and analysis of, developments in the English profession. Emphasizes the proliferation of PhDs, the industrialization of scholarship and its effects on research and promotion, and the diminished influence and status of English studies. Makes suggestions for addressing present difficulties and reviving the study…[Read more]

Explores issues of professionalization and politicalization of humanistic studies. Sketches an up-dated return to the basics of humanistic research and teaching.

Critiques current status of relationship between scholarly research and academic teaching. Uses three examples–one each from Macbeth, Othello, and King Lear–to illustrate connections between both efforts.

Critiques current status of relationship between scholarly research and academic teaching. Uses three examples–one each from Macbeth, Othello, and King Lear–to illustrate connections between both efforts.