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This dissertation analyzes the practice of making indigenous maps and their circulation in Oaxaca from the late sixteenth to the early eighteenth century. Indian maps functioned as visual aids to distribute land for agriculture, ranching, subsistence farming, and mining, they served as legal titles to property, and they participated in large-scale royal projects including aqueducts and assessments of human and natural resources. Map production is examined from four distinct vantage points including social networks, materials and technology, authentication, and reproduction. In each case, maestros pintores--native master painters--collaborated with a host of individuals including Spanish officials, scribes, merchants, ranchers, farmers, town councils, caciques and lesser lords, and legal professionals to visually describe the region's geographical environment. Indigenous mapping practices fostered the development of a new epistemology that combined European and Mesoamerican worldviews to negotiate the allocation of natural resources among the region's Spanish, Amerindian, and mixed-race communities. This work stresses the role of Indian painters in the formation of early modern empires highlighting the way mapmakers challenged Spanish ideals of visual representation instead re-envisioning spatial relations according to local and regional concerns.

Convivencia, or conviviality/coexistence, represents a pivotal node in Spanish ideologies of multiculturalism. Long touted as the legacy of interreligious harmony in Al- Andalus (A.D. 711-1492), contemporary pedagogical convivencia involves a complex of innovative policies, curricula, and activities which idealize distinct ways of communicating and enacting egalitarianism across myriad differences. This dissertation establishes this idealization as an artifact of Spain’s historic struggles with democracy and newfound struggles with cultural pluralism from immigration. I approach education as a focal sphere in which to examine the daily construction and maintenance of this ideal. Specifically, I draw on twelve months’ fieldwork at three secondary schools in the municipality of El Ejido (Almería) to argue that the universalist bent of contemporary convivencia pedagogies tends to obscure and invalidate minority student perspectives. My primary concern lies with the experiences of Moroccan youth, who during my research belonged to the largest, most stigmatized immigrant group in the area and whose stereotyped association with patriarchy, piety, and cultural isolationism placed them at odds with the values most fervently promoted in convivencia lessons, especially gender equality. I show how one unintended consequence of these interventions was that intolerance persisted not despite, but through, lessons on tolerance—a troubling finding for a place like El Ejido, which has seen some of the worst interracial violence in Europe. Using audio recordings collected at one school during democratic education classes and related activities, I identify patterns in teacher-student and student-student interactions that reveal how convivencia was constructed (and undermined) as a discursive performance of progressivism. Stance prompting, stance assessment, and stance attribution comprised tools that allowed teachers to defend their situational and moral authority while compelling students toward self-reflection and empathy. I reveal these repertoires as exclusionary to Moroccan youth, who were positioned as “others” unqualified to speak as progressive subjects, while their native-born peers launched critiques, and even insults, with impunity. Convivencia lessons, taught through classes mandated at the national and regional levels, politicized interactions and sparked various forms of resistance or pushback from students. Using analytic frameworks from linguistic anthropology and building on studies of diversity and civic education, Spanish social history, and liberalism and modernity, I argue that the dialogues analyzed in this dissertation represent tensions ever-present in projects of democratic equality. I ultimately describe convivencia pedagogies as ritualized instantiations of dominant social norms that inadvertently ostracize rather than unite youth across differences. While the shape of these efforts have much to do with Spain’s mottled history with democracy, these findings hold significance for educators everywhere insofar as heartfelt support for seemingly unassailable ideals—including human rights, gender equality, and racial equality—can smuggle in ethnocentrist biases.

Utilizing medical manuals, medical records, newspapers, and letters, the history of the management of epidemics from 1803-1902 will be explored. This thesis weaves together and explores the political history of the nineteenth century by analyzing the contribution of doctors and reformers in the management of diseases. This thesis explores the intersection between the construction of a public health system and the implementation of these practices by political actors and physicians. The history of the management of disease is analyzed from the introduction of the mass vaccination campaign, in Spain, in 1803. This thesis first analyzes the development of a public health system focused on prevention. It then challenges the system created by examining how effective these measures were against the multiple waves of cholera to hit Spain. It then addresses the important role reformers had in the late nineteenth century. It was through their efforts that doctors and reformers became explicitly linked to new ideas of citizenship and responsibility. This paper emphasizes both continuity in the importance of health care, but also the transformations in the discourse of public health responsibility. Ultimately, it centers liberalism and an emerging middle class within the discussion of a health policy.

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This thesis considers the apse murals in the sixteenth-century Augustinian mission church of San Agusti­n de Acolman. These murals feature three horizontal rows of enthroned popes, bishops, cardinals, and friars. I connect these murals to contemporary conflicts between the regular and secular clergy in the New Spanish church, arguing that the Augustinians at Acolman used their apse to hierarchically position themselves within the New Spanish church.The figures in these murals will be identified as an allegory of the Roman Church. Comparisons will be drawn between the murals and the Sistine Chapel, suggesting that Acolman's allegorical image of the Church connoted papal power. I also highlight the position of the friars in the lowest level of the murals. Through a comparison with retablos, I demonstrate that these friars are the foundation of the Church. Finally, I reflect upon the implications of allegorizing the Church as a collection of Augustinians.

The present study is a delving in the rhetoric of Spanish hip hop with focus on five songs of some of the most prominent artists in the genre in Spain. The aim is a study of the rhetorical figures present in these songs and which function they have in the context of the songs and of hip-hop. The analysis is based on previous studies in the same field as well as different dictionaries and handbooks of rhetorical figures but many conclusions also derive from the investigators own interpretations . The underlying purpose of this study is to locate tendencies in the rhetorical expression used in these songs; the result will be a suggestion of what possibly could be representative for this genre in Spain. / El presente estudio es una indagación en la retórica del hip hop español, enfocado en cinco canciones de algunos de los artistas más prominentes del género en España. El propósito es estudiar las figuras retóricas halladas en las canciones seleccionadas y sus funciones en el contexto de las canciones y de hip-hop. El análisis se basa en investigaciones previas en el mismo ámbito así como en distintos manuales y diccionarios de figuras retóricas, si bien muchas de las conclusiones derivan también de las interpretaciones del investigador. La intención última de este estudio es localizar posibles tendencias de la expresión retórica en las canciones analizadas; el resultado es una propuesta de lo que según el análisis del presente corpus parece ser representativo de este género en España.

This thesis examines Quebec public opinion towards the Spanish Civil War. It is based on a systematic analysis of editorials and articles from ten Montreal-based newspapers, representing divergent points of view. It suggests that, contrary to the popular interpretation, Quebec francophones did not unanimously support General Franco during the war; nor did all of the province's anglophones endorse the cause of the Spanish Popular Front. Support for General Franco and the Spanish Republic in Montreal transcended linguistic lines, and cleavages other than language, such as religion, ideology and social class, influenced public opinion towards the war.

Spanish women writers that establish their literary careers early in twentieth century find themselves at an interesting historical crossroads as the world changes from an agrarian to an industrial paradigm. On one hand, this change leads to a strong current of traditionalism, to which most male writers adhere, as it offers the attractive idea of return to a pre-modern simplicity; on the other, this change opens up possibilities for social improvement and participation for those groups traditionally excluded from power. Embracing this change poses the opportunity for female subjects to reshape fundamental structures of society and, in sum, eventually create a different world where women can become full citizens. Blanca de los Ríos, Concha Espina, Carmen de Burgos, María Lejárraga, and Caterina Albert are representative of Spanish women writers facing this situation. Their fictional works written between 1898 and 1914 offer a rich literary production that invites us to examine the emergence of new cultural and social practices. These authors renegotiate deeply rooted ideologies that structure not only gender relations but also the social class system, the spatial organization around country/city, and Spain’s national identity built around the discourse on race. Addressing conflicting perspectives between tradition and modernity through the prism of gender, the analysis of their works reveals their taking on a modern stand, hopeful of the promises brought by the new socioeconomic reality and the liberating aspect of modernity. As Rita Felski and Barbara Mashall´s studies have pointed out, many theorists of modernity, such as Marshall Berman and Jürgen Habermas, do not take gender into consideration. Grounded in a gendered analysis, this study reveals the importance of Spanish female authors as agents of modernity at the turn of the twentieth century.

My study seeks to explore the interest that Spanish women authors such as Josefina Aldecoa, Carme Riera, Nuria Amat, Esther Tusquets, Marina Mayoral, Carmen Martín Gaite, and Olga Guirao have taken in the revival of epistolary fiction in recent decades. Eighteenth- and nineteenth-century epistolary fiction in Spain was conditioned by social practices and by literary conventions that typically confined its heroines to an amorous plot and women authors to anonymity. I contend that if modern tradition of epistolary practices and other male-discriminatory practices kept women writers silenced or invisible in the Spanish literary world, contemporary women writers sketch themselves back into their texts. Fictional letters function as written self-portraits for them to reflect and tell their own stories, thereby creating a playful mirror effect between the fictional epistolographer and the historical author. By pushing the conventional boundaries of letter writing as a sentimental genre, contemporary women authors take liberty to rewrite female representation and to give the fictional protagonists a new voice and visibility. They revisit the theme of love in epistolary literature to explore refashioned—and often transgressive—discourses on gender, sexuality, and subject identity.