Gabriel García Ochoa | Monash University (original) (raw)

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Papers by Gabriel García Ochoa

Colloquy: Text, Theory, Critique, 2010

Comparative Literature Studies, 2018

Jorge Luis Borges had a habit for rewriting facts, or reading them arbitrarily in his own writing... more Jorge Luis Borges had a habit for rewriting facts, or reading them arbitrarily
in his own writings. This is an element of his style that is now known as
the “Borgesian hoax.” One of the best-known examples of this is Borges’ idea of the six hundred and second night of the Arabian Nights. This article
discusses an example of the Borgesian hoax related to the six hundred and
second night that until now has remained unexplored, namely, Borges’ use
of an apocryphal publication date for Hamlet and Don Quixote, in the year
1602. Furthermore, the article sets to explore a conjecture that could be used as the basis for future research: the possibility that Borges may have deliberately chosen the year 1602 to reference Night 602 following an aesthetic principle for brevity that he derived from his association with the Spanish Ultraist movement.

Intercultural Education, 2018

There is a growing body of work on the field of what is now known as ‘cultural literacy’, but lit... more There is a growing body of work on the field of what is now
known as ‘cultural literacy’, but little has been written about
its application, and even less on how to teach it in the
context of higher education. This article discusses ‘destabilisation’
as an approach to teaching cultural literacy in
higher education in the context of the global challenges
that universities face today. It defines the characteristics of
destabilisation and highlights its advantages in relation to
other teaching approaches that have a similar focus on
developing cultural competence in students. The article
also situates ‘destabilisation’ as a pedagogical term within
a spectrum of experiential learning methods and techniques
that are focused on developing cultural competence.

Alejo Carpentier’s writings have been the subject of much scholarly analysis, in particular in re... more Alejo Carpentier’s writings have been the subject of much scholarly
analysis, in particular in relation to his notion of the “marvelous
real.” In the field of feminist scholarship Leonora Carrington’s prose,
paintings, and her life story in general, have also received considerable
academic attention. There are many parallels between Carrington’s
and Carpentier’s trajectories that have not been analyzed before.
Their association with, and separation from the Surrealist movement
is especially interesting. This article seeks to open new perspectives
to existing debates on the fragmentation of the Surrealist movement.
Through a comparative analysis of Carpentier’s and Carrington’s
lives and works, the article explores the role that narrative played in
Carpentier’s and Carrington’s process of articulating an artistic identity
that was independent from Surrealism, and how both authors used
narrative to move from a position of objectification amongst the
Surrealist cohort, to becoming subjects, agents of their own creative
quests. For this purpose, the article focuses on the analysis of two
salient texts: Carrington’s memoir, Down Below, and the Prologue to
Carpentier’s novel, El reino de este mundo.

Higher Education institutions face specific challenges preparing graduates to live and work in tr... more Higher Education institutions face specific challenges preparing
graduates to live and work in transdisciplinary and transcultural
environments. It is imperative for these institutions to provide their
students with the skill sets that will give them the mobility and flexibility
to be able to operate efficiently in different cultural and professional
contexts. This position paper proposes that developing proficiency in
Cultural Literacy will allow graduates of Higher Education institutions
to transcend such cultural and disciplinary boundaries. In this paper
we define Cultural Literacy in Higher Education as a modus operandi
and a threshold concept, following Meyer and Land’s understanding
of the term. We also propose ‘Destabilisation’ and ‘Reflection’ as two
strategies for teaching Cultural Literacy, and examine three case
studies where these strategies were successfully embedded into
teaching and learning spaces.

Higher Education institutions face specific challenges preparing graduates to live and work in tr... more Higher Education institutions face specific challenges preparing
graduates to live and work in transdisciplinary and transcultural
environments. It is imperative for these institutions to provide their
students with the skill sets that will give them the mobility and flexibility
to be able to operate efficiently in different cultural and professional
contexts. This position paper proposes that developing proficiency in
Cultural Literacy will allow graduates of Higher Education institutions
to transcend such cultural and disciplinary boundaries. In this paper
we define Cultural Literacy in Higher Education as a modus operandi
and a threshold concept, following Meyer and Land’s understanding
of the term. We also propose ‘Destabilisation’ and ‘Reflection’ as two
strategies for teaching Cultural Literacy, and examine three case
studies where these strategies were successfully embedded into
teaching and learning spaces.

This is an Accepted Manuscript of an article published by Taylor & Francis in INTERCULTURAL EDUCATION on 19 JANUARY 2017, available online: http://www.tandfonline.com/10.1080/14675986.2016.1241551].

Colloquy: Text, Theory, Critique, 2010

Comparative Literature Studies, 2018

Jorge Luis Borges had a habit for rewriting facts, or reading them arbitrarily in his own writing... more Jorge Luis Borges had a habit for rewriting facts, or reading them arbitrarily
in his own writings. This is an element of his style that is now known as
the “Borgesian hoax.” One of the best-known examples of this is Borges’ idea of the six hundred and second night of the Arabian Nights. This article
discusses an example of the Borgesian hoax related to the six hundred and
second night that until now has remained unexplored, namely, Borges’ use
of an apocryphal publication date for Hamlet and Don Quixote, in the year
1602. Furthermore, the article sets to explore a conjecture that could be used as the basis for future research: the possibility that Borges may have deliberately chosen the year 1602 to reference Night 602 following an aesthetic principle for brevity that he derived from his association with the Spanish Ultraist movement.

Intercultural Education, 2018

There is a growing body of work on the field of what is now known as ‘cultural literacy’, but lit... more There is a growing body of work on the field of what is now
known as ‘cultural literacy’, but little has been written about
its application, and even less on how to teach it in the
context of higher education. This article discusses ‘destabilisation’
as an approach to teaching cultural literacy in
higher education in the context of the global challenges
that universities face today. It defines the characteristics of
destabilisation and highlights its advantages in relation to
other teaching approaches that have a similar focus on
developing cultural competence in students. The article
also situates ‘destabilisation’ as a pedagogical term within
a spectrum of experiential learning methods and techniques
that are focused on developing cultural competence.

Alejo Carpentier’s writings have been the subject of much scholarly analysis, in particular in re... more Alejo Carpentier’s writings have been the subject of much scholarly
analysis, in particular in relation to his notion of the “marvelous
real.” In the field of feminist scholarship Leonora Carrington’s prose,
paintings, and her life story in general, have also received considerable
academic attention. There are many parallels between Carrington’s
and Carpentier’s trajectories that have not been analyzed before.
Their association with, and separation from the Surrealist movement
is especially interesting. This article seeks to open new perspectives
to existing debates on the fragmentation of the Surrealist movement.
Through a comparative analysis of Carpentier’s and Carrington’s
lives and works, the article explores the role that narrative played in
Carpentier’s and Carrington’s process of articulating an artistic identity
that was independent from Surrealism, and how both authors used
narrative to move from a position of objectification amongst the
Surrealist cohort, to becoming subjects, agents of their own creative
quests. For this purpose, the article focuses on the analysis of two
salient texts: Carrington’s memoir, Down Below, and the Prologue to
Carpentier’s novel, El reino de este mundo.

Higher Education institutions face specific challenges preparing graduates to live and work in tr... more Higher Education institutions face specific challenges preparing
graduates to live and work in transdisciplinary and transcultural
environments. It is imperative for these institutions to provide their
students with the skill sets that will give them the mobility and flexibility
to be able to operate efficiently in different cultural and professional
contexts. This position paper proposes that developing proficiency in
Cultural Literacy will allow graduates of Higher Education institutions
to transcend such cultural and disciplinary boundaries. In this paper
we define Cultural Literacy in Higher Education as a modus operandi
and a threshold concept, following Meyer and Land’s understanding
of the term. We also propose ‘Destabilisation’ and ‘Reflection’ as two
strategies for teaching Cultural Literacy, and examine three case
studies where these strategies were successfully embedded into
teaching and learning spaces.

Higher Education institutions face specific challenges preparing graduates to live and work in tr... more Higher Education institutions face specific challenges preparing
graduates to live and work in transdisciplinary and transcultural
environments. It is imperative for these institutions to provide their
students with the skill sets that will give them the mobility and flexibility
to be able to operate efficiently in different cultural and professional
contexts. This position paper proposes that developing proficiency in
Cultural Literacy will allow graduates of Higher Education institutions
to transcend such cultural and disciplinary boundaries. In this paper
we define Cultural Literacy in Higher Education as a modus operandi
and a threshold concept, following Meyer and Land’s understanding
of the term. We also propose ‘Destabilisation’ and ‘Reflection’ as two
strategies for teaching Cultural Literacy, and examine three case
studies where these strategies were successfully embedded into
teaching and learning spaces.

This is an Accepted Manuscript of an article published by Taylor & Francis in INTERCULTURAL EDUCATION on 19 JANUARY 2017, available online: http://www.tandfonline.com/10.1080/14675986.2016.1241551].