Martha Nandorfy is co-author of Eduardo Galeano: Through the Looking Glass; The Concise Guide to Global Human Rights; Community of Rights / Rights of Community, and author of The Poetics of Apocalypse: García Lorca’s Poet in New York. Her other publications include "I Sing of Difference: Violeta Parra's Testimonial Songs for Justice;" "Charles Bowden's Anarcho-Biotic Poetics;" "From Abyssal Thinking to Loving Imagination in 'The Terrible But Incomplete Journals of John D' by Guillermo Verdechhia;" “Border Thinking and Feminist Solidarity in the Fourth World;” “Beyond the Binaries of Critical Thought and Toward Feeling-Thinking Stories;” “The Right to Live in Peace: Protest, Love, and Cultural Survival in the Songs of Violeta Parra and Victor Jara;” “Differentiating Liberating Stories from Oppressive Narratives: Memory, Land, and Justice;” “Grafted Images and Gathered Voices: The Realism of Need in Galeano’s The Book of Embraces;” and “Two Radical Storytellers for the Young (and) Old.”
Dr. Nandorfy has done research in Mexico on the human rights of Indigenous peoples, and has taught Canadian Literature and documentary film, and Latin American Literatures in Cuba. Her fluency in Spanish and background in comparative literature enable a pan-American approach to the study of Anglo and Spanish American cultures and literatures. She teaches primarily in the areas of postcolonial and decolonial studies and storytelling relating to the Americas, the U.S./Mexico borderlands and border thinking, nuclear criticism, environmental literature, climate crisis, cli-fi, and Indigenous stories as ecocriticism. Her theoretical interests focus on the implications of storytelling for literary journalism, creative nonfiction and emergent mixed-genres that challenge Western epistemological distinctions between fiction and non-fiction, story and history/theory, Western knowledge and a global ecology of knowledges. Her main pedagogical interest is cultural diversity—including the more-than-human—and how the principles of equality in difference relate to transculturation. Students are encouraged to develop the skills needed to become cultural translators, which requires an understanding of the history and politics of colonization, and the challenges posed to Western supremacy by hybridization, revisionary (hi)stories, trickster hermeneutics, and creative human and environmental rights discourses. Theory and pedagogy intersect to explore the possibilities of decolonization through the comparative study of epistemologies, modes of representation, and storytelling.