Schizophrenizing the Latino/a Subjectivity: A Pedagogy of Transformation

  • Author(s) / Creator(s)
  • As an educator and as an immigrant to Canada who is sensitive to the various identity and integration issues of newcomers and those considered minorities, I am cognizant of the various images and (mis)representations of cultures which are reflected and perpetuated by others. In the classroom I find these societal cultural representations constraining, as the information in texts and curriculum is often presented in an over-simplistic and stereotypical manner. Consciously or not, educators can perpetuate these over-determinations and hence affect their students’ perceptions of others and themselves. The aim of my proposed qualitative curriculum inquiry is to initiate new conversations and connections for thinking about culture education and diversity in the classroom which go beyond the preconceived notions of what a cultural identity is or should be, and thus serving as a form of public pedagogy (Burdick, Sandlin, & O’Malley, 2014; jagodzinski, 2014). To accomplish this, I invoke a philosophy of difference and a schizonanalytic approach towards doing philosophy to create new potentials for a subject when in connection with concepts and popular culture texts to ask (Deleuze & Guattari, 1980/1987; Deleuze & Guattari, 1991/1994): How can cultural representations in the classroom be encountered and interacted with differently? What can Latino/a representations in popular culture do for constituting new conditions for thinking about a Latino/a subject?

  • Date created
    1980
  • Subjects / Keywords
  • Type of Item
    Research Material
  • DOI
    https://doi.org/10.7939/R36M3364X
  • License
    Attribution-NonCommercial 3.0 International