Enrique Del Risco Arrocha, also known as Enrisco, was born in Havana, Cuba, in 1967. He has a degree in History from the University of Havana and a doctorate in Latin American Literature from New York University (NYU), where he currently works. as a teacher in the department of Spanish and Portuguese. He was a finalist for the Cintas Foundation Fellowship for Creative Writing -for the project “Trilogía cubana del Hudson” (2011), and has received the following awards: Prize of the Contest Trece de Marzo 1993, Prize of Short Story magazine “Revolución y Cultura” 1994, Villa Awards de Madrid 1996 and V Ibero-American Cortes de Cádiz Award 2008, for the works: Shrunken Works (1992), Loss and recovery of innocence (1994), Crocodile tears (1998), Leve Historia de Cuba (2007), and ¿Qué Will they think of us in Japan? (2008).
+40 articles
Albert Einstein, whose theories revolutionized our understanding of the universe, questioned the practical application of theories versus their theoretical ideals. This skepticism extends to modern university concepts like "safe spaces," highlighting discrepancies between theory and practice in higher education's organizational principles and societal challenges.
Francis Fukuyama’s assertion that history ended with liberal democracy’s triumph after the Cold War is examined. Through experiences in a Cuban totalitarian regime, the author underscores democratic principles’ importance. In the U.S., rising extremism and disillusionment with democracy reflect totalitarian tendencies, highlighting democracy’s vital role.
Amidst teaching Spanish as a teaching assistant in an American university, the author encounters a student who declares herself a Maoist. He reflects on this and discusses the fervor surrounding book censorship in both liberal and conservative circles, emphasizing the enriching value of diverse reading experiences.
In light of the increasing hypersensitivity to offense in universities today, exemplified by instances like mispronouncing names or assuming ethnic stereotypes, it becomes crucial to counterbalance this trend by, for instance, addressing the normalization of oppression in certain contexts. The author illustrates this concern with the example of the Spanish textbook ‘Experiencias,’ published by Wiley, which minimizes oppression, thereby hindering empathy and posing threats to democracy and human rights.
In the face of uncertainty, humanity has responded with curiosity and faith. While curiosity drives the pursuit of truth through arts and sciences, faith offers magic, religion, and ideologies. Despite their distinct compasses, both aim to make the world understandable and guide moral choices.
The conflict between Gaza and Israel has become a domestic issue in the United States, particularly on university campuses. The academic response does not seem to measure up the complex reality of the Israeli-Palestinian conflict as it is being oversimplified and distorted. Universities could certainly take this challenge as an opportunity to address the real humanitarian crisis while navigating the complexities of free speech, tolerance, and understanding in the context of the conflict.
What makes a teacher memorable? What is worth being taught? The author recalls one of his professors who emphasized the value of art and timeless knowledge and underscores the importance of teaching what makes people more humane, transcending current ideologies.
How does the decolonial theory influence the American university? How is it that decolonial thinking, which aims at disconnecting from Eurocentric knowledge, ends up reinforcing stereotypes and contradicting its owns principles?
¿Cuántos ángeles caben en un alfiler?
Lo vengo constatando en persona: cada vez en mi clase avanzada para hispanohablantes aparecen más estudiantes que no proceden de familias hispanas.
Tiempo atrás un estudiante se rebeló contra mi mala ocurrencia de darle a estudiar hombres blancos.
