We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.
To save content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about saving content to .
To save content items to your Kindle, first ensure coreplatform@cambridge.org
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about saving to your Kindle.
Note you can select to save to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
Edited by
Jean Andrews, Associate Professor in the Department of Spanish, Portuguese and Latin American Studies, University of Nottingham,Isabel Torres, Professor of Spanish Golden Age Literature at Queen's University, Belfast
Edited by
Jean Andrews, Associate Professor in the Department of Spanish, Portuguese and Latin American Studies, University of Nottingham,Isabel Torres, Professor of Spanish Golden Age Literature at Queen's University, Belfast
Edited by
Jean Andrews, Associate Professor in the Department of Spanish, Portuguese and Latin American Studies, University of Nottingham,Isabel Torres, Professor of Spanish Golden Age Literature at Queen's University, Belfast
Edited by
Jean Andrews, Associate Professor in the Department of Spanish, Portuguese and Latin American Studies, University of Nottingham,Isabel Torres, Professor of Spanish Golden Age Literature at Queen's University, Belfast
Jueves Santo, 30 de marzo de 1600, a las diez de la mañana murió de sobreparto Marina Sarmiento de Villandrando y de la Cerda, VI condesa de Salinas y Ribadeo. Por segunda vez en cinco años Diego de Silva y Mendoza se encontró viudo y con un niño varón recién nacido para cuidar y criar, de cuya frágil salud dependía el futuro de la Casa de Salinas y Ribadeo. El comentario del cronista de corte, Luis Cabrera de Córdoba, en su aviso del 8 de abril, no fue, desde luego, muy esperanzador: ‘Se cree no vivirá.’ Afortunadamente, Cabrera de Córdoba se equivocó y Rodrigo sí que vivió, llegando a ser un niño fuerte, pero eso, por supuesto, no lo sabía su padre Diego en 1600. Es probable que en los meses siguientes se volcara en la crianza y protección de su único hijo, ayudado por su suegra Antonia de Ulloa, por unas tías abuelas solteras, y, sin duda, por su cuñada Madalena Sarmiento, que tenía mucho interés en que el pequeño sobreviviera. Habiendo visto el triste desenlace del matrimonio de sus dos hermanas mayores, Ana y Marina, con el hijo favorito de la princesa de Éboli, ella no estaba dispuesta a recorrer el mismo camino y dejó muy claro a quien quisiera escucharla que no pensaba casarse con su cuñado, fueran las que fueran las circunstancias de la familia.
Edited by
Jean Andrews, Associate Professor in the Department of Spanish, Portuguese and Latin American Studies, University of Nottingham,Isabel Torres, Professor of Spanish Golden Age Literature at Queen's University, Belfast
Edited by
Jean Andrews, Associate Professor in the Department of Spanish, Portuguese and Latin American Studies, University of Nottingham,Isabel Torres, Professor of Spanish Golden Age Literature at Queen's University, Belfast
Edited by
Jean Andrews, Associate Professor in the Department of Spanish, Portuguese and Latin American Studies, University of Nottingham,Isabel Torres, Professor of Spanish Golden Age Literature at Queen's University, Belfast
Edited by
Jean Andrews, Associate Professor in the Department of Spanish, Portuguese and Latin American Studies, University of Nottingham,Isabel Torres, Professor of Spanish Golden Age Literature at Queen's University, Belfast
Edited by
Jean Andrews, Associate Professor in the Department of Spanish, Portuguese and Latin American Studies, University of Nottingham,Isabel Torres, Professor of Spanish Golden Age Literature at Queen's University, Belfast
The fourteen essays of this volume engage in distinct ways with the matter of motion in early modern Spanish poetics, without limiting the dialectic of stasis and movement to any single sphere or manifestation. Interrogation of the interdependence of tradition and innovation, poetry, power and politics, shifting signifiers, the intersection of topography and deviant temporalities, the movement between the secular and the sacred, tensions between centres and peripheries, issues of manuscript circulation and reception, poetic calls and echoes across continents and centuries, and between creative writing and reading subjects, all demonstrate that Helgerson's central notion of conspicuous movement is relevant beyond early sixteenth-century secular poetics, By opening it up we approximate a better understanding of poetry's flexible spatio-temporal co-ordinates in a period of extraordinary historical circumstances and conterminous radical cultural transformation. Los catorce ensayos de este volumen conectan de una manera perceptible con el tema del movimiento en la poesía española del siglo de oro, sin limitar la dialéctica de la estasis y movimiento a una sola esfera o manifestación única. Entre los multiples enfoques cabe destacar: el cuestionamiento de la interdependencia de la tradición e inovación, de la poesía, del poder y la política, de los significantes que se transforman, de los espacios que conectan y cruzan con los tiempos 'desviados'; análisis de las tensiones entre lo sagrado y lo secular, del conflicto centro-periferia y del complejo sistema de producción, circulación y recepción de los manuscritos; el diálogo con el eco poético a través de los siglos y de los continentes y la construcción creativa del sujeto escritor y/o lector. Al abrir la noción central de Helgerson del "movimiento conspicuo" más allá de la poesía nueva secular, este libro propone un entendimiento más completo de las coordinadas espacio-temporales de la poesía en un periodo de circunstancias históricas extrao. Jean Andrews is Associate Professor in the Department of Spanish, Portuguese and Latin American Studies, University of Nottingham. Isabel Torres is Professor of Spanish Golden Age Literature at Queen's University, Belfast. Contributors: Jean Andrews, Dana Bultman, Noelia Cirnigliaro, Marsha Collins, Trevor J. Dadson, Aurora Egido, Verónica Grossi, Anne Holloway, Mark J. Mascia, Terence O'Reilly, Carmen Peraita, Amanda Powell, Colin Thompson, Isabel Torres.
Trevor J. Dadson, Professor of Hispanic Studies at Queen Mary, University of London, and is currently President of the Association of Hispanists of Great Britain & Ireland. In 2008 he was elected a Fellow of the British Academy
Trevor J. Dadson, Professor of Hispanic Studies at Queen Mary, University of London, and is currently President of the Association of Hispanists of Great Britain & Ireland. In 2008 he was elected a Fellow of the British Academy
Trevor J. Dadson, Professor of Hispanic Studies at Queen Mary, University of London, and is currently President of the Association of Hispanists of Great Britain & Ireland. In 2008 he was elected a Fellow of the British Academy
Trevor J. Dadson, Professor of Hispanic Studies at Queen Mary, University of London, and is currently President of the Association of Hispanists of Great Britain & Ireland. In 2008 he was elected a Fellow of the British Academy
During the last few years, which have marked the four-hundredth anniversary of the expulsion of the Moriscos from Spanish territory, it is understandable that almost all the attention has been drawn to the act of expulsion itself, leaving to one side other aspects of it. However, we ought not to forget that there were at least three groups of Moriscos affected by the expulsion, not just the group that was expelled. There were also those who were never expelled and who, for different reasons, remained in their towns and cities, as well as those who returned after being expelled, some of them several times. Although in terms of numbers there were fewer people in these two groups than in the group of those expelled, they nonetheless represented several thousand Moriscos who, one way or another, managed to stay in Spain. The fact that they existed obliges us to look more critically at the official number of Moriscos that were in Spain at the time of the expulsions. Do the expelled Moriscos, between 275,000 and 300,000 (a global number accepted by many), represent 100 per cent of the Spanish Moriscos living in Spain in 1609? And, if not, how many were there? If they amounted to half a million, a figure suggested by many, then 40 per cent of them managed to avoid the expulsion, and this is not a small number.
Trevor J. Dadson, Professor of Hispanic Studies at Queen Mary, University of London, and is currently President of the Association of Hispanists of Great Britain & Ireland. In 2008 he was elected a Fellow of the British Academy
Trevor J. Dadson, Professor of Hispanic Studies at Queen Mary, University of London, and is currently President of the Association of Hispanists of Great Britain & Ireland. In 2008 he was elected a Fellow of the British Academy
Trevor J. Dadson, Professor of Hispanic Studies at Queen Mary, University of London, and is currently President of the Association of Hispanists of Great Britain & Ireland. In 2008 he was elected a Fellow of the British Academy
The issue of literacy in early modern Europe is complex. Even when we have defined what we mean by ‘literacy’, we still have to devise ways to measure it. It is important not to confuse current understandings of literacy with those operative in the early modern period. As Jacqueline Pearson has observed of women (although what she says holds good for men as well):
Literacy has traditionally been tested by the ability to write one's name: but in this period writing was taught separately from, and at a later stage than, reading, so that even the person unable to write her own name might have reasonably fluent reading skills. Moreover, even by 1700 an oral culture had not been entirely replaced by a print culture, and women participated fully in this oral culture as the special guardians of old tales, proverbs, songs, poems and ballads. ‘Passive reading’ also presented opportunities even to the functionally illiterate in a society where reading aloud was still common entertainment from the great house down to the village.
The order in which the skills were taught is thus important, as is the persistence of an oral culture throughout this period. One could be functionally literate in early modern Europe without being able to read or write, just as today many can read and write (just) but are barely literate in any real or worthwhile sense of the word.
Trevor J. Dadson, Professor of Hispanic Studies at Queen Mary, University of London, and is currently President of the Association of Hispanists of Great Britain & Ireland. In 2008 he was elected a Fellow of the British Academy
Trevor J. Dadson, Professor of Hispanic Studies at Queen Mary, University of London, and is currently President of the Association of Hispanists of Great Britain & Ireland. In 2008 he was elected a Fellow of the British Academy