Ph.D. Candidate in Iberian and Latin American Cultures, ABD
Anna Castillo is a Ph.D. candidate in Iberian and Latin American Cultures at Stanford University. She received a B.A. in Comparative Literature and Latin American Studies from the University of North Carolina at Chapel Hill where she studied as a Morehead-Cain scholar. At Stanford, Castillo’s research focuses on contemporary literature and film of the Americas, specifically novels and short stories from Chile, Argentina, and Brazil that point to the materiality of sex. Central to her scholarship are science and technology studies and studies of race, sex, and gender, as well as comparative and digital approaches to pedagogy in the humanities. Her qualifying paper entitled “The Trace of an Accent: Translation through Ghostwriting in Budapeste by Chico Buarque” examines the role of ghostwriting as it relates to translation and the globalization of literature. Castillo presented a modified version of the paper at the American Comparative Literature Association’s 2013 conference in Toronto.
Castillo's dissertation fundamentally investigates how the integration of technology into everyday human connectivity has changed the parameters of what even counts as “intimacy.” Her research draws on historians of sex, anthropologists of cyberculture, and a host of feminists within cyborg studies to present coherent and contextualized arguments about contemporary sex practices in Latin America. Driven by the flesh-and-blood, genitalia-centered language of the novels and films in the study, the dissertation highlights the material desire created, potentiated, and many times sated through technologically mediated exchanges. Castillo found that sexually deviant citizens in the Southern Cone – be they queer or otherwise – leverage sex tech to develop transgressive forms of courtship in spaces where these practices are otherwise inhibited.
Castillo currently serves as the teaching mentor for tutors in the Hope House Scholars Program, a collaboration between Stanford and a residential drug and alcohol treatment facility for women, many of whom have recently been released from prison. The program brings faculty and undergraduate tutors to Hope House to teach one college-level course in the humanities to residents each academic term. In 2015-16 school year, Castillo also worked as the student coordinator for the Collaborative Teaching Project, a group of 20 faculty and graduate students who co-teach courses in the humanities and meet regularly to reflect on their experiences and develop their understanding of contemporary humanities pedagogy. Based on her experience, she gave a talk on co-teaching with faculty at the 2016 MLA and published the content in Inside Higher Ed. She also worked for three years at Stanford's Center for Teaching and Learning as a graduate teaching consultant, a pedagody journalist for Teaching Talk, and the student liaison between the Division and the Center for Teaching and Learning.
First-Year Spanish, First Quarter; Stanford University (Fall 2012)
First-Year Spanish, Second Quarter; Stanford University (Winter 2013)
First-Year Accelearted Spanish, Second Quarter; Stanford University (Summer 2014)
First-Year Accelerated Portuguese, First Quarter; Stanford University (Spring 2013)
English 101B: Composition; Patten University at San Quentin (Team-taught, Summer 2013)
First-Year Accelerated Portuguese, Second Quarter; Stanford University (Fall 2013)
Introduction to Latin America: Cultural Perspectives; Stanford University (Co-taught with Héctor Hoyos, Fall 2013)
Critque of Technology; Stanford University (Co-taught with Héctor Hoyos, Winter 2015)
Critique of Technology; Stanford University (Co-taught with Héctor Hoyos, Winter 2016)