Fátima Candé joined the department in January 2010.
Fátima Candé graduated from the University of Aveiro, Portugal, with a BA in Modern Languages and Literatures – Portuguese and French Teaching, in 2000. She completed her Master's degree in Teaching Portuguese as a Second and Foreign Language at the New University of Lisbon, Portugal, in 2008. Before joining the Department of Hispanic Studies in January 2010, Fátima Candé taught Portuguese Language, Literature and Culture in Secondary School and Portuguese Language as a Second and Foreign Language to adults in Portugal. She has also taught French as a Foreign Language in Secondary School and to adults. Fátima has extensive experience of producing course materials and delivering Teacher Training programmes in the Portuguese former colonies, Guinea-Bissau and Mozambique.
In her role as Language Instructor, Fátima has overall responsibility for designing and delivering the Portuguese Language programme, teaching and assessing students at all levels, from outright beginners to advanced. In addition, Fátima regularly organises cultural events to promote and disseminate the Portuguese Language and Lusophone cultures, which have included inviting guest lecturers to talk to students, showing films and sampling traditional food.
She is currently doing her PhD research on National Identity in the literature of Guinea-Bissau. Her research interrogates national identity in Guinea-Bissau through the analysis of representations of modern literature, encompassing the contestation of the language of national literature and the use of Creole language as a form of resisting colonial grand narratives. She also considers issues of Guinea-Bissau identity; female Interrogation of national space and the place of European Heritage in Guinea-Bissau Literature; oral literature; diaspora literature and memory. Fátima also has a long-standing interest in the influence of socio-cultural factors on the usage, learning and teaching of Portuguese in different settings, notably those where it has the status of official language, thus raising questions about the relationship between language and identity