Friday, September 27, 2013

Job Opportunity!

Greetings from the Career Services Center!

Below you will find a posting which was recently approved in AU Career Connect, the Career Services Center’s web-based job and internship posting system. Please share the opportunity with potential candidates as you believe appropriate.

BILINGUAL (Spanish-English) Customer Service Representative

All students and alumni who are seeking job or internship opportunities should be registered with AUCC.  Once registered, candidates have the option of activating a “job agent”.  Once established, the “job agent” will email a weekly summary of opportunities (based on criteria selected by the candidate) to the individual who established the “job agent”.

Candidates can register for AU Career Connect at:

Questions should be directed to the Career Services Center at 419.289.5064

Wednesday, September 25, 2013

AU Senior, Kelly Krispinsky, discusses powerful poem read in Dr. Rathbun's FL 221 class

I thought that “We Call Them Greasers” was one of the most powerful poems we read from Gloria Anzaldúa in Dr. Rathbun’s FL 221 U.S.-Mexico Border Literature class.

The perspective from which Anzaldúa chose to write allowed the reader to put herself in the shoes of the oppressor. I felt a sense of coldness and heartlessness after reading the poem because I became the white man.

The imagery in this poem also had an effect on me as I pictured in my mind the Mexican families gathering their things into “rickety wagons” and I heard the “clanging” of all of their possessions. I also heard the white man’s laughter after the Mexican tried appealing to the courts.

The imagery only continues to become more powerful as the poetic voice describes a rape scene. I could see the victim’s husband tied to the tree. This symbolizes the Mexicans watching their land being stripped or “raped” from them and there is nothing they can do about it.

The sparing use of Spanish in this poem gives me a sense that the white man is mocking the Mexicans and only throws in a couple of words in Spanish when he talks about them leaving or when he makes fun of their farms and culture.

I discovered repetition in the verses describing the rape scene. For example, the poem reads “thrusting and thrusting” which I thought really told the reader what was going on. The reader doesn’t want to believe the truth, but Anzaldúa uses such strong imagery to officially unveil the sick power of the white man raping Mexico of its land.

Kelly Krispinsky

AU Senior

Intervention Specialist Major

Tuesday, September 24, 2013

Senior Anna Ingles talks about reading poetry in Dr. Rathbun's FL 221 class

The poem “Don’t Give In Chicanita” by Gloria Anzaldúa is very compelling and happens to be my favorite one of the selected poems that we read for FL 221 U.S.-Mexico Border Literature class this fall with Dr. Rathbun.

To begin with, Anzaldúa’s perspective for this poem was very encouraging and most likely so because it is the final piece in her text Borderlands/ La Frontera: The New Mestiza. Although her poetic voice is directed towards her niece, “mi prietita”, it is a message for all people and particularly all young girls of her culture.

In the first stanza she combines symbolism with imagery when describing the mesquite tree, “The mesquite, firmly planted, digging underground,/toward that current, the soul of tierra madre - / your origin.” These verses represent her culture’s origin.

The poem describes the difficult struggles of the Mexican American people and culture and narrates conflicts with the “Gringos”. Even so, Anzaldúa’s poetic voice remains strong and gives a message of hope, “But they will never take that pride of being Mexicana – chicana – tejana – nor our Indian woman’s spirit”.

In addition, there is also important snake imagery used in the fifth stanza describing the new race, “skin tone between black and bronze second eye lid under the first”, and “Like serpent lightning we’ll move”.

Anzaldúa choses to code switch between Spanish and English and even though this poem is a translation, she has kept certain words and phrases in Spanish such as “tierra madre”. If she were to use English she would lose the connections to her culture.

I also feel that the role of the mother figure is essential and is an essential symbol in this poem. This is noted when she speaks of the mother earth, tierra madre, and addresses the reader as “m’ijita”, my daughter. This encouraging motherly voice strengthens the future of her culture’s children.

-Anna Ingles
AU Senior –
Integrated Social Studies major and Psychology minor