Books by Luz Mar González-Arias
Servicio de Publicaciones de la Universidad de Oviedo. ISBN: 84-8317-230-5, 2000
Full-length monograph.
Bookmarks Related papers MentionsView impact
Ediciones KRK, colección “alternativas”. ISBN: 84-89613-52-4, 1998
Full-length monograph.
Bookmarks Related papers MentionsView impact
Un almuerzo literario y otros cuentos, de Éilís Ní Dhuibhne. Traducción, introducción y notas de Luz Mar González-Arias. KRK, colección Tras3Letras, 2018. ISBN: 978-84-8367-600-4
Un escritor frustrado toma las riendas de su destino de una manera inesperada tras ser rechazado ... more Un escritor frustrado toma las riendas de su destino de una manera inesperada tras ser rechazado para una importante beca literaria; dos hermanas gemelas se encuentran de escapada en Lanzarote, donde una de ellas rememora las claves que han guiado los divergentes destinos de ambas; durante unas vacaciones en Gijón, una mujer irlandesa vive atormentada por la anorexia en la que ha caído su hija adolescente. Estas son algunas de las líneas argumentases en las que nos adentran los tres relatos que se recogen en este volumen. Los personajes de estas páginas nos conectan con la historia y la literatura de Irlanda, y nos hacen reflexionar sobre los mecanismos del poder, el aborto, las relaciones materno-filiales, los viajes iniciáticos o los trastornos del comer.
Esta edición constituye la primera traducción al español de Ní Dhuibhne, sin duda una de las voces literarias más consolidadas de su generación en Irlanda.
Bookmarks Related papers MentionsView impact
Edited volumes and special issues by Luz Mar González-Arias
*National Identities and Imperfections in Contemporary Irish Literature: Unbecoming Irishness*, ed. Luz Mar González-Arias. London: Palgrave Macmillan, 2017, ISBN: 978-1-137-47629-6; ISBN (eBook): 978-1-137-47630-2, 2017
This book is about the role that the imperfect, the disquieting and the dystopian are currently p... more This book is about the role that the imperfect, the disquieting and the dystopian are currently playing in the construction of Irish identities. All the essays assess identity issues that require urgent examination, problematize canonical definitions of Irishness and, above all, look at the ways in which the artistic output of the country has been altered by the Celtic Tiger phenomenon and its subsequent demise. Recent narrative from Ireland, principally published in the twenty-first century and/or at the end of the 1990s, is dealt with extensively. The authors examined include Eavan Boland, Mary Rose Callaghan, Peter Cunningham, Emma Donoghue, Anne Enright, Emer Martin, Lia Mills, Paul Muldoon, Eiléan Ní Chuilleanáin, Bernard O'Donoghue, Peter Sirr and David Wheatley.
Bookmarks Related papers MentionsView impact
The Polish Journal of Aesthetics, special issue on "The Affective Aesthetics of the Body in Pain", 51 (4/2018). Editors: Luz Mar González-Arias and Monika Glosowitz. e-ISSN: 2544-8242, 2018
The Polish Journal of Aesthetics, special issue on "The Affective Aesthetics of the Body in Pain"... more The Polish Journal of Aesthetics, special issue on "The Affective Aesthetics of the Body in Pain", 51 (4/2018). Editors: Luz Mar González-Arias and Monika Glosowitz.
Bookmarks Related papers MentionsView impact
Online Talks by Luz Mar González-Arias
#TratamientosParaDespuésDelCovid19 #UniOvi, 2020
Luz Mar González Arias, profesora titular de Filología Inglesa de la Universidad de Oviedo, y esp... more Luz Mar González Arias, profesora titular de Filología Inglesa de la Universidad de Oviedo, y especialista en Humanidades Médicas, nos trae una nueva entrega de los Tratamientos para después del COVID-19. Pide que cuando todo esto pase no se ahonde en una ruptura entre las ciencias y las humanidades y que veamos la cultura y el arte como algo que va más allá del mero entretenimiento. #TratamientosParaDespuésDelCovid19 #UniOvi
Universidad de Oviedo, 29 de abril de 2020
Bookmarks Related papers MentionsView impact
Book chapters and articles in journals by Luz Mar González-Arias
The Lancet, 2024
Medical and health humanities (MHH) offer an antidote
to the highly technical, mechanistic, medic... more Medical and health humanities (MHH) offer an antidote
to the highly technical, mechanistic, medical specialties
that students are expected to learn, often by rote. As
Alan Bleakley, Emeritus Professor of Medical Education
and Medical Humanities, has argued: “Modern medicine
is traditionally patriarchal, individualistic, and resistant to
encouraging democratic, collaborative habits as it socializes
its young into hierarchical structures or eats them whole.”
MHH courses typically challenge the separation of areas of
knowledge that would benefit from cross-fertilisation by
incorporating poetry, music, literature, visual art, dance,
and other creative techniques into medical education, as
well as by introducing the analysis of textual and visual
representations of illness—the traditional reserve of
biomedicine—into the curricula of the humanities. At their
best, MHH can help build skills such as empathy, creativity,
caring, and self-reflexivity. These humanistic traits are often
attributes that optimistic young medical students arrive with
at medical school, but such traits may decline over the course
of clinical training.
Bookmarks Related papers MentionsView impact
Alicante Journal of English Studies, 2024
Eating disorders—a generic term that includes anorexia nervosa, bulimia, binge eating and many ot... more Eating disorders—a generic term that includes anorexia nervosa, bulimia, binge eating and many other subtypes of problematic relationships with food and eating—are situated at the interface of disciplines as varied as medicine, biology, history, cultural studies, gender studies and the social sciences. Although the reasons behind the development and experience of an eating disorder are individual as well as cultural, these pathologies tend to be analysed from either an exclusively biomedical perspective—which often excludes the cultural factor—or oversimplified as being the result of the stereotypes of beauty imposed on the female body in western cultural traditions. This essay, in contrast, looks at eating disorders as multi-layered metaphors of cultural dissidence within the social order and literary traditions of contemporary Ireland. It is divided into distinct, though interrelated, sections: a brief introduction to eating disorders; a consideration of the problems posed in the representation of emaciated corporealities; a taxonomical classification of the primary sources found in the course of my research; and the analysis of Mary O’Donnell’s poem “Reading the Sunflowers in September” as a case study to illustrate the literal and metaphorical employment of anorexia in contemporary Irish poetry. Although the analysis is philological, the perspective adopted is that of the Medical Humanities, in that I will make use of literary, cultural and biomedical literature in order to provide a view that is complementary to the scientific discourse around anorexia nervosa. O’Donnell’s poem will be considered in relation to European visual arts, particularly photography, in order to enhance the transnational dimension of eating disorders. At the same time, the close reading of the poem under analysis will be complemented by a comparative analysis with other Irish poems of the late 20th and early 21st centuries to underline the relevance of the national context in interpreting the representation of this disease. Ultimately, this essay aims to proffer new perspectives on the pathology and to contribute to the social understanding of those who experience it.
Bookmarks Related papers MentionsView impact
Estudios Irlandeses: Journal of Irish Studies, 2024
This article looks critically at Celia de Fréine's Léaslíne a Lorg / In Search of a Horizon (2022... more This article looks critically at Celia de Fréine's Léaslíne a Lorg / In Search of a Horizon (2022), a poetry collection entirely devoted to the lockdown experienced during the first wave of the COVID-19 pandemic by an Irish womaneasily identified with the poet herselffrom her house in Dublin. In the 18 poems that make up the collection, published in bilingual format (English and Irish), de Fréine addresses issues as relevant as the supposed objectivity of the scientific discourse around the virus, the human-nonhuman connection, environmental damage and the historical links of the COVID-19 pandemic with previous health crises lived through in Ireland, specifically the Hepatitis C Scandal. My analysis will close-read the poems, adopting both a national and a transnational perspective. The ultimate aim of this essay is to look at the virus in its socio-cultural dimension in order to complement the biomedical narratives around it.
Bookmarks Related papers MentionsView impact
Éire-Ireland: An Interdisciplinary Journal of Irish Studies vol. 35, nº 3&4 (Fall/Winter 2021), special issue on Reproductive Justice and the Politics of Women’s Health in Ireland. Eds.: Cara Delay y Claire Bracken: 264-289. ISSN: 1550-5162; Print ISSN: 0013-2683, 2021
Bookmarks Related papers MentionsView impact
Hacia una docencia sensible al género en la Educación Superior. Eds.: Ángeles Rebollo Catalán y Alicia Arias Rodríguez. Editorial Dykinson (Q1), colección Conocimiento Contemporáneo, 2021: 532-550. ISBN: 978-84-1377-641-5.
Este artículo se centra en la docencia universitaria de literaturas en lengua inglesa en el nivel... more Este artículo se centra en la docencia universitaria de literaturas en lengua inglesa en el nivel de grado, y parte de las más de dos décadas de experiencia de la autora en la Universidad de Oviedo, donde imparte clase en el grado de Estudios Ingleses y en los Másteres en “Género y Diversidad” y ERASMUS MUNDUS GEMMA en Estudios de las Mujeres y del Género, ambos ofertados por dicha institución. Aunque el estudio utiliza como ejemplo la docencia de literaturas anglófonas, es esperable que los análisis y conclusiones alcanzadas sean de aplicación a la materia de literatura en otros grados y en otros niveles educativos.
En la primera parte del trabajo, partiremos de la importancia del concepto del “canon” literario (recogido por el crítico literario norteamericano Harold Bloom en The Western Canon, y relevante en obras enciclopédicas en las distintas tradiciones literarias europeas, tales como The Field Day Anthology of Irish Writing en el caso de la literatura irlandesa) en la elaboración de las guías docentes en las materias de literatura en lengua inglesa. Este concepto, aplicable a contextos geográficos e históricos diversos, ha resultado sistemáticamente en la segregación de las obras de autoría femenina en general, y especialmente en las que la perspectiva de género es fundamental tanto en la recepción como en la comprensión del texto. Si bien existen excepciones importantes a esta dinámica general, el concepto del canon también se ha manifestado con fuerza en la política editorial actual, es decir, en la formación del canon contemporáneo, y resulta de gran relevancia para reflexionar, además, sobre etiquetas como “woman writer” (escritora) frente a “writer” (escritor genérico) en la terminología anglófona.
En la segunda parte de este trabajo se ejemplicará cómo la perspectiva de género es visible en dos asignaturas del grado en Estudios Ingleses de la Universidad de Oviedo: “Literaturas del Reino Unido e Irlanda” (impartida en segundo curso) y “La perspectiva de género en las literaturas en lengua inglesa” (impartida en cuarto curso). La primera de estas asignaturas es de corte panorámico y de espíritu canónico, frente a la segunda, centrada específicamente en textos de autoría femenina y/o donde un análisis feminista y de género resulta fundamental en el proceso de interpretación y análisis textual. Se estudiarán, en ambos casos, las posibilidades de cuestionar el canon literario con la inclusión de textos alternativos pero de alta calidad literaria y se debatirá sobre las ventajas y los problemas asociados a una inclusión transversal de estas perspectivas frente a asignaturas específicamente dedicadas a las mismas. Finalmente, este artículo pretende reflexionar sobre las posibilidades de mejora en el diseño de programas de literatura en la universidad española para que sean más inclusivos en materias de género.
Palabras clave: literatura y género; transversalidad; canon literario.
Bookmarks Related papers MentionsView impact
The Irish Times, The Ticket: Arts Supplement (full essay; full page) (Saturday, 21 Dec. 2019): 22, 2019
Bookmarks Related papers MentionsView impact
National Identities and Imperfections in Contemporary Irish Literature: Unbecoming Irishness. Ed. Luz Mar González-Arias. London: Palgrave Macmillan, 2017: 1-17. ISBN: 978-1-137-47629-6, 2017
Bookmarks Related papers MentionsView impact
Blood Debts, by Celia de Fréine. Dublin: Scotus Press, 2014: 101-107. ISBN: 978-0-9560 966-7-8, 2014
Bookmarks Related papers MentionsView impact
Amanda Coogan: I’ll sing you a song from around the town. Dublin: Royal Hibernian Academy, 2015: 74-80. ISBN: 1-903875-78-1, 2015
Bookmarks Related papers MentionsView impact
Outskirts: Online Journal Vol. 2 (1996). Ed.: Chloe: Centre for Women’s Studies, University of Western Australia (UWA). ISSN: 1445-0445, 1996
Previously published in: Outskirts Vol. 2 (1996): 10-12. Edita: University of Western Australia (... more Previously published in: Outskirts Vol. 2 (1996): 10-12. Edita: University of Western Australia (UWA). ISSN: 1326-7965.
Bookmarks Related papers MentionsView impact
RISE: Review of Irish Studies in Europe, vol. 2. nº 1 (2018): 225-240. Special Issue “Irish Text(ile)s: T/issues in Communities and Their Representation in Art and Literature”. Ed.: Hedwig Schwall, 2018
This essay is a close reading of Dorothy Molloy’s poem ‘Waiting for Julio’ under the spotlight of... more This essay is a close reading of Dorothy Molloy’s poem ‘Waiting for Julio’ under the spotlight of the classical characters of Penelope and Ulysses. In Molloy’s text, the constant emphasis on clothes and textiles will add an important layer of meaning to the palimpsest of readings of the Greek myths. Although feminist interpretations of Penelope are numerous, the reading of strong gender asymmetries into Homer’s plotline—what we could call ‘victim narratives’—has been pervasive both in criticism and in artistic revisions of the myth. Thus, the critical assessment of this poem will be enriched by the tradition of interpretative frames for the Homeric story. I will also place Dorothy Molloy’s poem in an international context of revisionist myth-making and, specifically, will connect it with a long list of Penelopes recreated by contemporary Irish women poets. This close reading will be structured in three sections that account for the three themes that are paramount both in Molloy’s contemporary text and in the related episodes in the Odyssey: the institutionalization of love, the long wait with its strong relationship to clothes and textiles and, finally, the return of the hero.
Bookmarks Related papers MentionsView impact
The Polish Journal of Aesthetics, 51 (4/2018): 13-23, 2018
Introductory essay to The Polish Journal of Aesthetics, special issue on 'The Affective Aesthetic... more Introductory essay to The Polish Journal of Aesthetics, special issue on 'The Affective Aesthetics of the Body in Pain', co-edited by Luz Mar González-Arias and Monika Glosowitz.
Bookmarks Related papers MentionsView impact
Animals in Irish Literature and Culture, eds. Kathryn Kirkpatrick and Borbála Faragó. London: Palgrave Macmillan, 2015: 119-131. Series 'Palgrave Studies in Animals and Literature' , 2015
Bookmarks Related papers MentionsView impact
Irish University Review: A Journal of Irish Studies 48.2 (2018): 188-201, 2018
This essay looks at the representation of soldiers in the poetry of Celia de Fréine, in particula... more This essay looks at the representation of soldiers in the poetry of Celia de Fréine, in particular focusing on the moment of homecoming. The poems studied are not tied to any recognizable historical, geographical, or mythological background; instead, warfare is presented as timeless. De Fréine’s soldiers contribute thus to international debates on the trials of militarized masculinity beyond the national frontiers of Irish history. However, de Fréine’s soldier poems are studied here in the context of Ulysses’ return to Ithaca after his twenty years away. As psychiatrist Jonathan Shay contends, the challenges that going back home posed for Ulysses parallel the difficulties encountered by modern and contemporary soldiers in the aftermaths of war, namely post traumatic stress disorder and demonstrations of extreme violence against women. De Fréine’s soldiers are also profoundly damaged by the wounds of war and, like Ulysses, they also find readjustment to civilian life challenging. Reading these poems in the light of the Odyssey provides a most adequate interpretative framework since both Homer and de Fréine are asking the fundamental question of whether it is possible to ever return home, and be at home again, after the experience of war.
Bookmarks Related papers MentionsView impact
Uploads
Books by Luz Mar González-Arias
Esta edición constituye la primera traducción al español de Ní Dhuibhne, sin duda una de las voces literarias más consolidadas de su generación en Irlanda.
Edited volumes and special issues by Luz Mar González-Arias
Online Talks by Luz Mar González-Arias
Universidad de Oviedo, 29 de abril de 2020
Book chapters and articles in journals by Luz Mar González-Arias
to the highly technical, mechanistic, medical specialties
that students are expected to learn, often by rote. As
Alan Bleakley, Emeritus Professor of Medical Education
and Medical Humanities, has argued: “Modern medicine
is traditionally patriarchal, individualistic, and resistant to
encouraging democratic, collaborative habits as it socializes
its young into hierarchical structures or eats them whole.”
MHH courses typically challenge the separation of areas of
knowledge that would benefit from cross-fertilisation by
incorporating poetry, music, literature, visual art, dance,
and other creative techniques into medical education, as
well as by introducing the analysis of textual and visual
representations of illness—the traditional reserve of
biomedicine—into the curricula of the humanities. At their
best, MHH can help build skills such as empathy, creativity,
caring, and self-reflexivity. These humanistic traits are often
attributes that optimistic young medical students arrive with
at medical school, but such traits may decline over the course
of clinical training.
En la primera parte del trabajo, partiremos de la importancia del concepto del “canon” literario (recogido por el crítico literario norteamericano Harold Bloom en The Western Canon, y relevante en obras enciclopédicas en las distintas tradiciones literarias europeas, tales como The Field Day Anthology of Irish Writing en el caso de la literatura irlandesa) en la elaboración de las guías docentes en las materias de literatura en lengua inglesa. Este concepto, aplicable a contextos geográficos e históricos diversos, ha resultado sistemáticamente en la segregación de las obras de autoría femenina en general, y especialmente en las que la perspectiva de género es fundamental tanto en la recepción como en la comprensión del texto. Si bien existen excepciones importantes a esta dinámica general, el concepto del canon también se ha manifestado con fuerza en la política editorial actual, es decir, en la formación del canon contemporáneo, y resulta de gran relevancia para reflexionar, además, sobre etiquetas como “woman writer” (escritora) frente a “writer” (escritor genérico) en la terminología anglófona.
En la segunda parte de este trabajo se ejemplicará cómo la perspectiva de género es visible en dos asignaturas del grado en Estudios Ingleses de la Universidad de Oviedo: “Literaturas del Reino Unido e Irlanda” (impartida en segundo curso) y “La perspectiva de género en las literaturas en lengua inglesa” (impartida en cuarto curso). La primera de estas asignaturas es de corte panorámico y de espíritu canónico, frente a la segunda, centrada específicamente en textos de autoría femenina y/o donde un análisis feminista y de género resulta fundamental en el proceso de interpretación y análisis textual. Se estudiarán, en ambos casos, las posibilidades de cuestionar el canon literario con la inclusión de textos alternativos pero de alta calidad literaria y se debatirá sobre las ventajas y los problemas asociados a una inclusión transversal de estas perspectivas frente a asignaturas específicamente dedicadas a las mismas. Finalmente, este artículo pretende reflexionar sobre las posibilidades de mejora en el diseño de programas de literatura en la universidad española para que sean más inclusivos en materias de género.
Palabras clave: literatura y género; transversalidad; canon literario.
Esta edición constituye la primera traducción al español de Ní Dhuibhne, sin duda una de las voces literarias más consolidadas de su generación en Irlanda.
Universidad de Oviedo, 29 de abril de 2020
to the highly technical, mechanistic, medical specialties
that students are expected to learn, often by rote. As
Alan Bleakley, Emeritus Professor of Medical Education
and Medical Humanities, has argued: “Modern medicine
is traditionally patriarchal, individualistic, and resistant to
encouraging democratic, collaborative habits as it socializes
its young into hierarchical structures or eats them whole.”
MHH courses typically challenge the separation of areas of
knowledge that would benefit from cross-fertilisation by
incorporating poetry, music, literature, visual art, dance,
and other creative techniques into medical education, as
well as by introducing the analysis of textual and visual
representations of illness—the traditional reserve of
biomedicine—into the curricula of the humanities. At their
best, MHH can help build skills such as empathy, creativity,
caring, and self-reflexivity. These humanistic traits are often
attributes that optimistic young medical students arrive with
at medical school, but such traits may decline over the course
of clinical training.
En la primera parte del trabajo, partiremos de la importancia del concepto del “canon” literario (recogido por el crítico literario norteamericano Harold Bloom en The Western Canon, y relevante en obras enciclopédicas en las distintas tradiciones literarias europeas, tales como The Field Day Anthology of Irish Writing en el caso de la literatura irlandesa) en la elaboración de las guías docentes en las materias de literatura en lengua inglesa. Este concepto, aplicable a contextos geográficos e históricos diversos, ha resultado sistemáticamente en la segregación de las obras de autoría femenina en general, y especialmente en las que la perspectiva de género es fundamental tanto en la recepción como en la comprensión del texto. Si bien existen excepciones importantes a esta dinámica general, el concepto del canon también se ha manifestado con fuerza en la política editorial actual, es decir, en la formación del canon contemporáneo, y resulta de gran relevancia para reflexionar, además, sobre etiquetas como “woman writer” (escritora) frente a “writer” (escritor genérico) en la terminología anglófona.
En la segunda parte de este trabajo se ejemplicará cómo la perspectiva de género es visible en dos asignaturas del grado en Estudios Ingleses de la Universidad de Oviedo: “Literaturas del Reino Unido e Irlanda” (impartida en segundo curso) y “La perspectiva de género en las literaturas en lengua inglesa” (impartida en cuarto curso). La primera de estas asignaturas es de corte panorámico y de espíritu canónico, frente a la segunda, centrada específicamente en textos de autoría femenina y/o donde un análisis feminista y de género resulta fundamental en el proceso de interpretación y análisis textual. Se estudiarán, en ambos casos, las posibilidades de cuestionar el canon literario con la inclusión de textos alternativos pero de alta calidad literaria y se debatirá sobre las ventajas y los problemas asociados a una inclusión transversal de estas perspectivas frente a asignaturas específicamente dedicadas a las mismas. Finalmente, este artículo pretende reflexionar sobre las posibilidades de mejora en el diseño de programas de literatura en la universidad española para que sean más inclusivos en materias de género.
Palabras clave: literatura y género; transversalidad; canon literario.
Difusión en prensa (donde se menciona mi participación): Cezón, José: “El ‘Curioso confinamiento’ fotográfico de Pedro Domínguez”. El comercio, 10 de mayo de 2020: 27 (también publicado digitalmente).
Difusión en radio: presentado en el programa de radio La buena tarde, de la RTPA, el 7 de septiembre de 20202 (con mi participación). Podcast del programa (a partir del minuto 25.30): https://www.rtpa.es/audio:a%20tarde_1599502958.html.
Shortlisted for the "Ana María Matute Award for Women Writers. Madrid, 18 January 1998.
In what she usually refers to as a previous existence, Lia Mills was Teaching and Research Fellow at the Women’s Education, Research and Resource Centre (WERRC) at University College Dublin and was founder member of the editorial boards for the feminist experimental journals Ms.Chief and f/m. She often facilitates creative writing workshops and publishes occasional entries on literature, creative processes and life in her blog ‘Libran Writer’. In 2013 she co-edited Word of Mouth: Coping with and Surviving Mouth, Head and Neck Cancers with Denise MacCarthy (Word of Mouth Publishing). Her short stories and essays have appeared in literary journals such as The Stinging Fly and The Dublin Review, and in numerous anthologies, Taking the Plunge (DLR county council, 2014) and The Long Gaze Back (New Island Books, 2015), being among the most recent.
Lia Mills has worked as a creative writing teacher and arts consultant, and on several Public Art Commissions. She is also one of the organizers of the Artists’ Campaign to Repeal the Eighth Amendment of the Irish Constitution, launched in Dublin in September 2015.
The conversation that follows is the result of a number of interviews conducted over the past few years and was finally edited in 2015. It resumes the interview we held in 2011 (González-Arias), which mainly focused on the thematic choices for Mills’ novels. On this new occasion the author generously discusses her writing in the context of the shadowy side of the Celtic Tiger. She talks about the imperfect, the incomplete and the abject in Irish history and also in the most personal realms of embodiment.
Lia Mills is currently working on a historical novel and has published numerous short-stories and essays in literary journals like The Stinging Fly and The Dublin Review. She has lectured in University College Dublin and often facilitates creative writing workshops. Lia Mills’ varied literary production is a good example of the strength and energies of modern Irish fiction.