Kark 1 Curriculum Vitae Christopher Kark Department of Iberian and Latin American Cultures Division of Literatures, Cultures, and Languages 450 Serra Mall, Building 260 Stanford University Stanford, CA 94305-2014 Phone: 520.668.5650 Email: [email protected] Education Ph.D. (2014), Stanford University – Iberian and Latin American Cultures (i.e., Spanish and Portuguese Language and Literature) M.A. (2009), Arizona State University – Spanish Literature and Culture B.A. (2006), Arizona State University – Barrett Honors College, Summa Cum Laude with concurrent degrees in Spanish and Political Science Dissertation Title: “Providence and Acceleration: Prophetic Modalities in Early Modern Iberian Literature” Committee: Vincent Barletta (chair), Roland Greene, and Marília Librandi-Rocha. My dissertation offers a new perspective on early modern Iberian literature by analyzing the nexus between prophecy and empire. I trace the works of writers who viewed prophecy as a teleological mode of reading destiny out of the past so as to fashion providentialist historical accounts. This lectoral practice also works to slow time down in order to defend the status quo with triumphalist “postdictions” or quicken its pace to rush a redemptive future into the present. First reconstructing how letrados from the late fifteenth through the seventeenth century appropriated varieties of prophecy from the Old Testament through the Late Middle Ages, I examine prophetic discourses that inscribe empire in a prophetic narrative culminating in the apocalypse: the paradox of imperial overreach in epic poems by Ercilla, Camões, Pereira de Castro, and Sousa de Macedo; the Eucharistic structure of Habsburg Spain’s history in Calderón’s autos de circunstancias; and the knitting together of Jewish messianism and Christian eschatology in Vieira’s vision of an apocalyptic “Fifth Empire.” Research and Teaching Agenda Late sixteenth- and seventeenth-century Spanish and Portuguese literature; transatlantic literature of empire (specifically, in Mexico and Brazil); political eschatology and prophecy; the relation between human and divine history, such as myths surrounding the translatio imperii; rhetoric and premodern language ideologies; the intellectual rivalry between the Jesuits and the Dominicans. Kark 2 Teaching Experience (Fall 2013). ILAC 157: “Survey of Medieval and Early Modern Iberian Literatures.” Department of Iberian and Latin American Cultures, Stanford University. I co-taught an undergraduate-level survey of early modern Iberian literature focusing on empire and premodern globalization. The course explored conceptions of empire as represented in dramatic and lyrical verse (i.e., Camões, Santa Teresa de Ávila, Calderón, Góngora, Quevedo, Sor Juana, Sóror Violante do Céu) and in prose (e.g., Nebrija, Las Casas, Vieira). (Spring 2012). SPANLANG 11C: Second-year Spanish (culture track). Language Center, Stanford University. I taught an advanced-level composition and conversation course that highlighted aspects of academic writing, surveyed rhetorical strategies, and fostered discussion of current events and cultural debates relevant to the Spanish-speaking world. (Summer-Fall 2011). DLCL 189: “Undergraduate Honors Thesis Seminar.” Division of Languages, Cultures, and Literatures, Stanford University. I co-taught a course on advanced research methods by lecturing on the essentials of topic identification, planning strategies, and rhetorical devices in writing, aiding students as their ideas evolved from inklings into polished drafts of their honors theses. (Fall 2010-Spring 2011). Spanish language first-year course sequence (i.e., SPANLANG 1, 2, and 3). Language Center, Stanford University. I taught the entirety of the first-year course sequence in Spanish over three quarters, which required preparation of daily lesson plans and writing quizzes and exams. (Fall 2008-Spring 2009). SPA 202: Second-year, second-semester Spanish. Department of Spanish Language and Culture, Arizona State University. I taught an intermediate-level Spanish-language course that called for writing lesson plans twice a week and frequent use of digital media. (Fall 2007-Spring 2008). SPA 102: First-year, second-semester Spanish. Department of Spanish Language and Culture, Arizona State University. I taught a novice-level Spanish-language course that incorporated communicative languagelearning methods targeting native English speakers mostly unfamiliar with Spanish. (Spring 2005). POS 191 – freshman-year special seminar. Department of Political Science, Arizona State University. As a junior at ASU, I designed and independently taught a course on nationalism and terrorism in Spain from the late eighteenth century to the present. Rooted in the divergent cases of the Basque Country and Catalonia, I produced a syllabus to incite discussions about identity politics and the origins and variations of terrorism. Through a series of newspaper articles, editorials, and excerpts from academic volumes, students developed a nuanced vocabulary whereby they reconceived of terrorism as a global phenomenon that long precedes 9/11. Kark 3 Publications Articles in Peer-Reviewed Journals (Accepted for publication in 2014). “Destiny as the Harbinger and Destroyer of the Golden Age in La Araucana.” Revista canadiense de estudios hispánicos. Print. (Forthcoming in 2014). “Portugal as Nostos Interrupted.” ellipsis 12. Print. (2012). “Latent Selfhood and the Problem of Genre in Catalina de Erauso’s Historia de la Monja Alférez.” Revista de estudios hispánicos 46.3: 527-46. Print. (2012). “Espectáculos laborales: primacía de imágenes y cosificación en Mano de obra de Diamela Eltit.” Nuevo texto crítico 47-48 (2011-2012): 225-39. Print. (2009). “Recuerdos en el espejo: memoria, ideología y agencialidad en Los cuentos del final y Alfonso y Clotilde de Carlos Manuel Varela.” Latin American Theatre Review 43.1: 61-80. Print. (2007). “From Parlor to Politics: Catalan Romantic Nationalism as a Bourgeois Political Instrument.” LL 2.2. Web. Book Reviews (2010). “Rev. of Escape from the Prison of Love.” Modern Language Notes 125.5: 1167-70. Print. (2009). “Rev. of La escena bajo vigilancia: Teatro, dictadura y resistencia.” Chasqui 38.1: 195-7. Print. Conferences and Presentations (2014). “António Vieira and the Prophetic História of the Incomplete Fifth Empire.” Center for Medieval and Early Modern Studies Workshop. May 1. Stanford, California. (2014). “Daedalus, Bacchus, and the Baseless Foundation of Portuguese India.” Stanford Poetics Workshop. March 4. Stanford, California. (2013). “Destiny as the Harbinger and Destroyer of the Golden Age in Alonso de Ercilla y Zúñiga’s La Araucana.” 111th Annual Conference of the Pacific Ancient and Modern Language Association. November 1. San Diego, California. (2013). “Dicotomías del lenguaje en Los pasos perdidos de Alejo Carpentier.” Primer Coloquio Anual Iberoamericano de Literatura, Política y Arte. March 23. San Francisco State University, San Francisco, California. (2011). “A Thwarted Ascent: Stimmung and Worldmaking in the Poetry of Luís Vaz de Camões.” 1º Encontro Internacional de Jovens Pesquisadores da Cátedra de Cultura Portuguesa. October 21. The University of Montreal, Quebec, Canada. Kark 4 (2011). “Latent Selfhood and the Problem of Identity in Catalina de Erauso’s Historia de la Monja Alférez.” January 6. The Republic of Letters (Stanford Humanities Center Workshop), Stanford, California. (2010). “Espectáculos laborales: primacía de imágenes y cosificación en Mano de obra de Diamela Eltit.” April 9-10. Performing Selves: Strategies and Limits. Fifth Graduate Student Colloquium, UC Berkeley Department of Spanish and Portuguese, Berkeley, California. (2008). “Recuerdos en el espejo: memoria, ideología y agencialidad en Los cuentos del final y Alfonso y Clotilde de Carlos Manuel Varela.” August 5-9. XVII Congreso Internacional de Teatro Iberoamericano y Argentino, Buenos Aires, Argentina. Fellowships, Grants, and Awards (2012). Stanford University’s Graduate Research Opportunities (GRO) Fund. A grant of $3,780.00 to conduct dissertation research at the Spanish National Library in Madrid in September and October 2012. (2009-2014). Stanford University Fellowship. A five-year tuition waiver, stipend, and partial summer funding used to complete a doctorate in Iberian and Latin American Cultures. (2006). Moeur Award. Awarded to undergraduates from Arizona State University who graduate within eight semesters with a 4.0+ GPA. Leadership and Community Service (2012-13). English as a Second Language (ESL) instructor at the Opportunity Center in Palo Alto. (2011-12). Catholicism 101 leader and coordinator: a forum for discussion of topics relevant to the faith for Catholic graduate students, alumni, and young adults associated with Stanford University. (2010-11). Coordinator for the Stanford Humanities Center’s Medieval and Early Modern Studies Workshop. Editorial and Professional Experience (2012-13). Shmoop. Content Manager and Consultant. I designed, wrote, and managed content in English and Spanish for high school and college students written in a humorous yet comprehensive fashion; particular focus on the AP Spanish Language and AP Spanish Literature Examinations. Shmoop is a Silicon Valley education startup devoted to developing test preparation and course materials for high school and college students written in a humorous yet comprehensive fashion. (2007-09). Letras Femeninas. Arizona State University. Assistant to the Editor. I edited and proofread articles submitted in Spanish, handled subscription data, collaborated with the editor, authors, and subscribers, and copyedited volumes 34.1, 34.2, 35.1, and Margaret Frohlich’s Framing the Margin: Nationality and Sexuality across Borders (2008). Kark 5 (2005). Arizona Mexico Commission, Office of the Governor. Staff intern. I facilitated office operations, participated in and coordinated the Biannual Plenary Session in Tucson, Arizona, researched policy issues, and translated materials from English into Spanish and vice-versa. (2003-04). Arizona State University State Press and WebDevil (campus news publications). I wrote for the arts and culture beat, including feature stories and reviews. Languages English (native) Spanish (superior-level proficiency) Portuguese (advanced-high proficiency) Catalan (intermediate-high proficiency) Latin (intermediate reading level) Professional Affiliations American Portuguese Studies Association Modern Language Association of America References Vincent Barletta Associate Professor of Iberian and Latin American Cultures Stanford University 650.497.0148 [email protected] Roland Greene Mark Pigott OBE Professor in the School of Humanities and Sciences Stanford University 650.725.1214 [email protected] Lisa Surwillo Associate Professor of Iberian and Latin American Cultures Stanford University 650.723.2175 [email protected] Marília Librandi-Rocha Assistant Professor of Iberian and Latin American Cultures Stanford University 650.725.9850 [email protected]
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