Faculty & Staff
Assistant Professor Hanada Al-Masri joined the department in 2012 and teaches Arabic. She earned her B.A. and M.A. from the University of Jordan, Jordan and her Ph.D. degree from Purdue University, Indiana.
Her research interests include linguistics, pragmatics and translation studies (with a focus on literary translation).
When I reflect on what I enjoy most about teaching my answer comes immediately: I am in the business of thinking. I view teaching as a multidirectional learning process especially successful at the liberal arts college, where we connect all fields of knowledge to establish intellectual foundations for life-long learning. Teaching at Denison University has given me a renewed desire to learn as I feel inspired by my colleagues’ examples and the students’ demands for excellence.
There are three goals that animate my teaching: I put students at the center of the learning process, I help them develop their self-awareness and intrinsic motivation (which I think are indispensable for life-long learning), and I provide collaborative learning environments as I see them critical to educating responsible citizens.
Specific themes that I incorporate into my classes are:
- Critical thought, active intellectual and social engagement, collaborative learning.
- Global and local identities: migration movements, nationalism.
- Gender identity. Representation and power of religious groups. Ethnic/race identification.
- Service learning pedagogy.
My teaching at Denison University is enhanced by my specialization in contemporary literatures and cultures of Spain. These are some topics I examine in my research, and that we analyze in most of my classes:
- 20th Century Peninsular literature, especially novel, with a cultural studies approach.
- Spanish peninsular film and women studies.
- Literature and cultures of Equatorial Guinea.
- Africa-Spain and Trans-Atlantic connections in history of thought.
- Service learning philosophies.
When I started my college studies, my professional path was quite clear: I would become a professor of English in France. But life has a way to bring wonderful and unforeseen opportunities leading me to this small liberal arts college where I have enjoyed sharing my love for the French language, literature, and culture.
For each French course I teach my main objectives are to help my students develop their linguistic skills as well as a deeper cultural and literary appreciation for the French-speaking world, which will in turn allow them to become more mindful individuals who will enjoy communicating with people from 32 countries. Every speech act is a cultural act, every literary text is a cultural and ideological artifact which must be examined from various perspectives, critiqued, deconstructed in order to discover its subtleties and sometimes its contradictions. Therefore, I encourage my students to engage in this multi-faceted learning and to reassess their gender-, class- and nation-centered views and expectations.
My latest courses examine French gastronomy as an instrument of religious, political, and colonial power. Issues of national, social, and sexual identity are often at the center of my literature courses.
Since my teaching is vastly informed by my research, you will not be surprised to learn that I have written on food symbolism in literary texts, identity issues of marginalized characters in fictions from the Middle Ages and the 20th Century, and teaching grammar through fairy tales. Fascinated by French novelist and Literature Nobel prize winner André Gide’s works, his fictions remain at the core of my literary analyses. My two current projects entail a translation into English of Gide’s farce Les caves du Vatican, and a manuscript on food as a social marker of ostracization in Gide’s fictional works.
I have served on many university-wide committees. I am especially interested in enhancing student residential and academic life. Particularly involved in extracurricular activities, you will find me chatting at our weekly conversation group (café francophone), cooking with our French students in our Language and Culture House, playing pétanque, and attending the Richmond Film Festival (in Virginia) with some of our students.
Jason Busic grew up in Millersport, Ohio, about 30 minutes from Granville. He studied two years at Eastern Mennonite University in Harrisonburg, VA, and he completed his BA and MA in Spanish at Ohio University. After completing his doctorate at The Ohio State University, Jason taught at St. Michael's College in VT for three years before coming to Denison University. He has traveled to several Spanish-speaking countries, but has spent his most significant time abroad in Guatemala, Nicaragua, and Spain. In addition to teaching, study, and travel, his favorite activities are hiking, backpacking, and canoeing with his family.
Lectures given at Denison Universtiy
- Latin Tradition, Arabic Philosophy, and Christian Kalām in Islamic Córdoba. Tuesday Faculty Lunch. April 22, 2014.
- Seeking Allāh in Christian Spain: Piety and the Umma in the Mancebo de Arévalo. Global Studies Seminar. Febr. 4, 2013.
Peer Reviewed Publications while at Denison
- “Binaries and Hybridities: Problems in Reading the Mozarabic (and Latin) Liber denudationis siue ostensionis aut patefaciens in Post-(Re)conquest Toledo.” Revisiting Convivencia in Medieval and Early Modern Iberia. Ed. Connie Scarborough. Newark, DE: Juan de la Cuesta, 2014.
- “Religion and Culture in the Catechetical Literature of Sixteenth-Century Spain.” Hispanic Review 82.3 (2014): 331-58
Other Academic Publications
- “Pedro Guerra de Lorca,” in Christian Muslim Relations. A Bibliographical History, vol. 6, Western Europe (1500-1600). Brill. (Summer 2014)
Conference Presentations while at Denison
- “Paulus Albarus and the Christian-Arabic Tradition in Islamic Córdoba.” 2nd Annual Symposium on Medieval and Renaissance Studies. St. Louis University. June 2014.
- “The Rhetoric of Identity in Ninth-Century Cordoba: Samson’s Apologeticus.” 49th International Congress on Medieval Studies. Western Michigan University. May 2014.
- “Arabic Philosophy, Christian Kalām, and Latin Tradition: Samson’s Apologeticus and the Mozarabs of Ninth-Century Córdoba.” Kentucky Foreign Language Conference. University of Kentucky. April 2014.
- “Islamic Ethics in the Compendio de nuestra santa ley y sunna.” The Sixteenth Century Society Conference. San Juan, Puerto Rico. October 2013.
- “Being Muslim in Christian Spain: The Mancebo de Arévalo.” The Sixteenth-Century Society Conference. University of Cincinnati. October 2012.
- “Translating Identity in the Liber denudationis.” Texas Medieval Association Conference. University of Houston. October 2012.
A native of France, I have lived in several French speaking countries and my interest in these francophone cultures enhances both my teaching and my scholarship. My goal in the classroom is to share my enthusiasm with my students and help them acquire the skills necessary to communicate with people from different countries as well as gain a lens for alternate perspectives. I enjoy teaching French language, literature and culture at all levels and always rely on a broad range of audiovisual media (feature films, documentaries, music, news reports, images) in addition to textual material. I also love to hear my students discuss contemporary issues.
Being part of the French professors’ team at Denison is great as I see my students in all kind of fun activities which we organize with the help of our French assistant. From pétanque game to raclette dinner to lectures or café francophone, I have many opportunities to interact with my students outside of the classroom. I also like to organize francophone film festivals at Denison with the financial support of the cultural services of the French embassy.
My scholarship focuses on the French speaking Caribbean (Haiti, Martinique and Guadeloupe). I investigate how writers use spatial representations to convey their sense of belonging. I regularly teach courses based on my research. For instance, I recently taught a seminar entitled “World Literature in French?” and a course on Francophone Caribbean childhood narratives.
When I am not at Denison, I love to spend time with my son Mathéo and my husband Pierre. Hiking, cooking, eating, reading, watching films are all part of les petits plaisirs de ma vie.
- « Montréal, espace à consommer dans Chronique de la dérive douce de Dany Laferrière et Les Aurores montréales de Monique Proulx », dans Interférences littéraires/Literaire interferenties, n° 13, « L’espace et le quotidien dans le roman contemporain », s. dir. Liesbeth Francois & María Pas Olivier, juin 2014. http://www.interferenceslitteraires.be/nr13
- Choquet, Isabelle et Pierre Dairon. "Antonine Maillet, conteuse et raconteuse de l’Acadie", Oralité et modernité : Le conte d’hier aujourd’hui. Paris: L'Harmattan. (forthcoming, spring 2015)
- Babel à Montréal : ces nomades qui ‘tropicalisent’ la planète”. Metropolitan Mosaics and Melting-pot: Paris and Montreal in Francophone Literatures. Ed by Pascale De Souza and Adlai Murdoch. Cambridge Scholars Publishing, 2013.
- “Espace, temps et quête identitaire dans l’œuvre de Maryse Condé : l’Amérique du Nord dans Desirada” MaComère.12.1 (2010) : 30-44. http://www.macomerejournal.com/issues/012a.html
- “L'espace/temps de l'origine : reflets identitaires dans les récits d'enfance de Confiant, Chamoiseau (de Martinique), Laferrière et Ollivier (d'Haïti)” Canadian Review of Comparative Literature/Revue Canadienne de Littérature Comparée. 38.1. (2011) : 25-39.
I teach all levels of German language, German,Swiss and Austrian literature and culture. In my teaching I make use of newest technologies to enhance not only student learning in regards to all things German, but also for my students to learn skills in intercultural competencies and global learning. For example, I am globally networked with a German colleague at the American University in Bulgaria with a team-taught course in German studies. I am also very dedicated to CLAC (Cultures and Languages across the Curriculum) pedagogy and team-teaching as a pedagogical approach to higher learning. My scholarly interests are increasingly vested in how these technologies shape how we learn and teach now and in the near future. My more traditional scholarship is in the area of German Romanticism and psychoanalytic theory, specifically suicide studies. Last year, I was awarded the Julian H. Robertson Jr. Endowed Chair for my work in teaching, service, and scholarship.
Francisco Javier Lopez-MartÍn teaches Spanish literature and language, critical theory and writing at Denison University. His specialty area is 16th and 17th Hispanic Transatlantic Literature and History with emphasis in the representation of time, space and the dynamics of power between America and Spain. He is also interested in European Humanism during the 16th century and in Spanish Golden Age Theatre.
He teaches middle and upper level classes of Hispanic literature, with a Transatlantic approach, focusing on representation, aesthetics and critical thinking. He also teaches upper level courses on Transatlantic Studies, exposing the struggles of power during American Conquest and analyzing the complexity of the encounter between Europeans and Americans in the 16th century. In addition to these courses, Francisco teaches language courses and a writing workshop in Spanish.
Francisco has recently published –Violencia, neoplatonismo y aristotelismo en La Aurora en Copacabana” and –Complejidad e hipertextualidad en el teatro barroco: Calderon y sor Juana”. His book entitled Representaciones del tiempo y construccon de la identidad entre Espaea y America (1580-1700) will be published by Universidad de Huelva in September, 2011.
My name is Yvonne-Marie Mokam. I am Assistant professor of French and Francophone studies in the Department of Modern Languages at Denison University. What I bring to Denison University is not only my training in Cameroon, France and the United States but also my several years of teaching experience at the Université de Douala (Cameroon), the University of Arizona (Tucson AZ) and American University (Washington DC). This has provided me with a firm background in postcolonial theory and criticism that I use in my teaching and research.
Since joining the Modern Languages Department at Denison University in the fall of 2013, I have contributed to expand the offerings of the French program by including courses in postcolonial francophone Sub-Saharan African. I have developed and taught courses such as Women Voices and a senior seminar on global Africa. I have also taught existing language classes including Intermediate French, Introduction to literature reading and grammar, Conversation and phonetics.
While the most important part of what I do at Denison University is teaching, some of my in-class discussions have sparked interests that I have developed into research projects focusing on emerging literary voices in francophone postcolonial Africa. Of particular interest to me are issues of history, memory and identity in the current global era. Other accomplishments are papers presented at several conferences in the U.S. and abroad.
Charles St-Georges is a native of rural southern Arizona. He grew up doing theatre (participating in more than 40 plays) and began his academic career studying theatre before his intellectual curiosity led him to languages and cultures. During his undergraduate studies, he completed a major in Spanish and a minor in Russian, after which he found work as an interpreter in various fields including healthcare, law enforcement, and insurance.
Charles then went on to pursue two masters degrees: one in Spanish language and culture, and one in French linguistics. He taught grammar and literature courses at Arizona State University while completing his Ph.D. in Spanish cultural studies, for which he successfully defended a dissertation that analyzed the temporal trope of the ghost and the rhetorical figure of the family in horror films from Mexico, Spain, and Argentina.
Charles is currently the Production Editor for the academic journal Chasqui: revista de literatura latinoamericana. His research mainly focuses on the intersections between normative discourse and representations of time in (usually filmic) narratives from the Hispanic world. He is particularly concerned with the relationship between Western historicism, the supposedly apolitical realm of chronological time, and the persistent use of ghosts and specters to represent historical injustice in Latin American and Peninsular film.
- “Zombies as Temporal Critique: Sudor frío (2010) and Generations of Youth in Post-Dictatorship Argentina.” Zombies in the Hispanic World. Ed. Mónica Ayala-Martínez. Accepted chapter.
- “The Literalization of Trauma’s Specter and the Problematization of Time in The Appeared (Aparecidos).” Ghostly Hauntings and the Talking Dead in Contemporary Latin American and Iberian Narratives. Ed. Amanda Peterson and Alberto Ribas. Book proposal under review.
- “The Modernized Myth and Mythical Modernity: Kilómetro 31 as Bourgeois Horror.” Mexican Horror Films: Studies in the Horror Film. Ed. Gerardo Cummings. Accepted chapter.
- “El espectro de la realidad en dos novelas de Manuel Mujica Láinez.” Confluencia 29.2 (2014): 116-28.
- “Cosas de mujeres: La demarcación de lo líquido como espacio femenino en Kilómetro 31.” Polifonía 2 (2012): 57–67. Print.
- “La dualidad y la (in)mortalidad: las dimensiones fantasmales de Santuarios del corazón.” Puentes 8 (2010): 91–99. Print.
- “Reflexiones sobre la (in)dependencia puertorriqueña: intelectualismo vs. sabiduría colectiva en La guaracha del Macho Camacho.” Arenas Blancas 11 (2010): 7–11. Print.
- Rev. of Subero, Gustavo. Queer Masculinities in Contemporary Latin American Cinema: Male Bodies and Narrative Representations. Imagofagia 10 (2014): Forthcoming.
- Rev. of Vázquez, David J. Triangulations: Narrative Strategies for Navigating Latino Identity. Chasqui 41.2 (2012): 255-57. Print.
- Rev. of Podalsky, Laura. The Politics of Affect and Emotion in Contemporary Latin American Cinema: Argentina, Brazil, Cuba, and Mexico. Imagofagia 6 (2012): n. pag. Web.
- Rev. of Elsaesser, Thomas and Malte Hagener. Film theory: an introduction through the senses. Imagofagia 4 (2011): n. pag. Web.
- Rev. of Kilómetro 31. Chasqui 38.2 (2009): 236–38. Print.
- “La interrogación infantil del orden simbólico en El orfanato.” Actas del II Congreso Internacional de la Asociación Argentina de Estudios de Cine y Audiovisual. Buenos Aires, 2010. Web.
My interests include second language acquisition, language pedagogy, and instructional materials development. I teach Spanish 111, 112, and 211.