Adrián Espinoza Staines

Adrián Espinoza Staines
Graduate Student Teaching Fellow Department of Latin American and Iberian Cultures
  • Address
    612 West 116 Street, New York, NY, 10027
  • Office Hours
    By appointment
  • Phone
    (212) 854-4187
  • Email

Profile

Adrián Espinoza Staines is a Ph.D candidate in the Department of Latin American and Iberian Cultures at Columbia University in the City of New York. His research focuses on 19th and 20th century Spanish American literature and intellectual history with an emphasis on 20th century Mexican revolutionary literature and cultural production. Moreover, his research interests encompass 19th and 20th Century Latin American cultural production, Transatlantic Literature, Intellectual History, Critical Theory, Border Studies, Political Theory, and Food Studies. Before joining Columbia, he received a B.A in Latin American Literature from Universidad Iberoamericana in Mexico City and worked as editor for a gastronomical journal. He continues to write on the representation of food in literature as a metaphor for issues of culture, class and justice in gastronomical journals in his native Mexico.

Adrián is currently writing a dissertation entitled State and Revolution: The Limits and Sutures of Revolutionary Nationalism in Mexico (1925-1946). The dissertation examines the emergence and conformation of a “Revolutionary Culture”. The project dwells upon the representation of marginal subjectivities and identities in literature and the way that these alternative imaginings contested the State’s cultural signification of the nation, the ethos of Mexican national identity and the Revolution itself.

Academic Statement

Over the eight courses that I taught at Columbia, I have acquired a vast experience in the classroom and developed a teaching practice which facilitates non-native speaking students’ immersion in the expressive, communicative and conceptual possibilities afforded by the Spanish-speaking world and its culture while also enhancing the educational experience of Heritage speakers within the Spanish Department’s Program. In teaching, I include and engage students in a horizontal form of pedagogy that dislodges the idea that learning can be done in a passive manner and where instead curiosity is the driving force behind the acquisition of knowledge. My students learn not to take previous knowledge on sources and topics for granted but rather, to question them in order to develop crucial critical skills and produce both their own theories and ideas on sources as well as complex arguments and thoroughly written research papers.