Sunday, September 25, 2011

Sandra Cisneros

Today I met Sandra Cisneros, certainly one of my absolute favorite authors. I have been in love with her prose ever since I read The House on Mango Street in middle school. Her work means so much to me on a personal level, I may have never believed my own writings could be interesting if it wasn't for her work.




Guadalupe the Sex Goddess
Sandra Cisneros

In high school I marveled at how white women strutted around the locker room, nude as pearls, as unashamed of their brilliant bodies as the Nike of Samothrace. Maybe they were hiding terrible secrets like bulimia or anorexia, but, to my naïve eye then, I thought of them as women comfortable in their skin.
            You could always tell us Latinas. We hid when we undressed, modestly facing a wall, or, in my case, dressing in a bathroom stall. We were the ones who still used bulky sanitary pads instead of tampons, thinking ourselves morally superior to our white classmates. My mama said you can’t use tampons till after you’re married. All Latina mamas said this, yet how come none of us thought to ask our mothers why they didn’t use tampons after getting married?
            Womanhood was full of mysteries. I was as ignorant about my own body as any female ancestor who hid behind a sheet with a hole in the center when husband or doctor called. Religion and our culture, our culture and religion, helped to create that blur, a vagueness about what went on “down there.” So ashamed was I about my own “down there” that until I was an adult I had no idea I had another orifice called the vagina; I thought my period would arrive via the urethra or perhaps through the walls of my skin.
            No wonder, then, it was too terrible to think about a doctor—a man!—looking at you down there when you could never bring yourself to look yourself.  ¡Ay, nunca! How could I acknowledge my sexuality, let alone enjoy sex, with so much guilt? In the guise of modesty my culture locked me in a double chastity belt of ignorance and vergüenza, shame.

            I had never seen my mother nude. I had never taken a good look at myself either. Privacy for self-exploration belonged to the wealthy. In my home a private space was practically impossible; aside from the doors that opened to the street, the only room with a lock was the bathroom, and how could anyone who shared a bathroom with eight other people stay in there for more than a few minutes? Before college, no one in my family had a room of their own except me, a narrow closet just big enough for my twin bed and an oversized blond dresser we’d bought in the bargain basement of el Sears. The dresser was as long as a coffin and blocked the door from shutting completely. I had my own room, but I never had the luxury of shutting the door.
            I didn’t even see my own sex until a nurse at the Emma Goldman Clinic showed it to me—Would you like to see your cervix? Your os is dilating. You must be ovulating. Here’s a mirror; take a look. When had anyone ever suggested I take a look or allowed me a speculum to take home and investigate myself at leisure!
I’d only been to one other birth control facility prior to the Emma Goldman Clinic, the university medical center in grad school. I was 21 in a strange town far from home for the first time. I was afraid and I was ashamed to seek out a gynecologist, but I was more afraid of becoming pregnant. Still, I agonized about going for weeks. Perhaps the anonymity and distance from my family allowed me finally to take control of my life. I remember wanting to be fearless like the white women around me, to be able to have sex when I wanted, but I was too afraid to explain to a would-be lover how I’d only had one other man in my life and we’d practiced withdrawal. Would he laugh at me? How could I look anyone in the face and explain why I couldn’t go see a gynecologist?
One night, a classmate I liked too much took me home with him. I meant all along to say something about how I wasn’t on anything, but I never quite found my voice, never the right moment to cry out—Stop, this is dangerous to my brilliant career! Too afraid to sound stupid, afraid to ask him to take responsibility too, I said nothing, and I let him take me like that with nothing protecting me from motherhood but luck. The days that followed were torture, but fortunately on Mother’s Day my period arrived, and I celebrated my nonmaternity by making an appointment with the family planning center.

When I see pregnant teens, I can’t help but think that could’ve been me. In high school I would’ve thrown myself into love the way some warriors throw themselves into fighting. I was ready to sacrifice everything in the name of love, to do anything, even risk my own life, but thankfully there were no takers. I as enrolled at an all-girls’ school. I think if I had met a boy who would have me, I would’ve had sex in a minute, convinced this was love. I have always had enough imagination to fall in love all by myself, then and now.
I tell you this story because I am overwhelmed by the silence regarding Latinas and our bodies. If I, as a graduate student, was shy about talking to anyone about my body and sex, imagine how difficult it must be for a young girl in middle school or high school living in a home with no lock on the bedroom door, perhaps with no door, or maybe with no bedroom, no information other than misinformation from the girlfriends and the boyfriend. So much guilt, so much silence, and such a yearning to be loved; no wonder young women find themselves having sex while they are still children, having sex without sexual protection, too ashamed to confide their feelings and fears to anyone.
What a culture of denial. Don’t get pregnant! But no one tells you how not to. This is why I was angry for so many years every time I saw a la Virgen de Guadalupe, my culture’s role model for brown women like me. She was damn dangerous, an ideal so lofty and unrealistic it was laughable. Did boys have to aspire to be Jesus? I never saw any evidence of it. They were fornicating like rabbits while the Church ignored them and pointed us women toward our destiny—marriage and motherhood. The other alternative was putahood.
In my neighborhood I knew only real women, neither saints nor whores, naïve and vulnerable huerquitas like me who wanted desperately to fall in love, with the heart and soul. And yes, with the panocha too.
As far as I could see, la Lupe was nothing but a Goody Two-shoes meant to doom me to a life of unhappiness. Thanks, but no thanks. Motherhood and / or marriage were anathema to my career. But being a bad girl, that was something I could use as a writer, a Molotov cocktail to toss at my papa and el Papa, who had their own plans for me.

Discovering sex as like discovering writing. It was powerful in a way couldn’t explain. Like writing, you had to go beyond the guilt and shame to get to anything good. Like writing, it could take you to deep and mysterious subterranean levels. With each new depth I found out things about myself I didn’t know I knew. And, like writing, for a slip of a moment it could be spiritual, the cosmos pivoting on a pin, could empty and fill you all at once like a Ganges, a Piazzolla tango, a tulip bending in the wind. I was no one, I was nothing, and I was everything in the universe little and large—twig, cloud, sky. How had this incredible energy been denied me!
When I look at la Virgen de Guadalupe now, she is not the Lupe of my childhood, no longer the one in my grandparents’ house in Tepeyac nor is she the one of the Roman Catholic Church, the one I bolted the door against in my teens and twenties. Like every woman who maters to me, I have had to search for her in the rubble of history. And I have found her. She is Guadalupe the sex goddess, a goddess who makes me feel good about my sexual power, my sexual energy, who reminds me that I must, as Clarissa Pinkola Estés so aptly put it, “[speak] from the vulva … speak the most basic, honest truth,” and write from my panocha.
In my research of Guadalupe’s pre-Colombian antecedents, the she before the Church desexed her, I found Tonantzin, and inside Tonantzin a pantheon of other mother goddesses. I discovered Tlazolteotl, the goddess of fertility and sex, also referred to as Totzin. Our Beginnings, or Tzinteotl, goddess of the rump. Putas, nymphos, and other loose women were known as “women of the sex goddess.” Tlazolteotl was the patron of sexual passion, and though she had the power to stir you to sin, she could also forgive you and cleanse you of your sexual transgressions via her priests who heard confession. In this aspect of confessor Tlazolteotl was known as Tlaelcuani, the filth eater. Maybe you’ve seen her; she’s the one whose image is sold in the tourist markets even now a statue of a woman squatting in childbirth, her face grimacing in pain. Tlazolteotl, then, is a duality of maternity and sexuality. In other words, she is a sexy mama.
To me, la Virgen de Guadalupe is also Coatlicue, the creative/destructive goddess. When I think of the Coatlicue statue in the National Museum of Anthropology in Mexico City, so terrible it was unearthed and then reburied because it was too frightening to look at, I think of a woman enraged, a woman as a tempest, a woman bien berrinchuda, and I like that. La Lupe as cabrona. Not silent and passive, but silently gathering force.

Most days, I too feel like the creative/destructive goddess Coatlicue, especially the days I’m writing, capable of fabricating pretty tales with pretty words, as well as doing demolition work with a volley of palabrotas if I want to. I am the Coatlicue-Lupe whose square column of a body I see in so many Indian women, in my mother, and in myself each time I check out my thick-waisted, flat-assed torso in the mirror.
Coatlicue, Tlazolteotl, Tonantzin, la Virgen de Guadalupe. They are each telescoped one into the other, into who I am. And this is where la Lupe intrigues me—not the Lupe of 1531 who appeared to Juan Diego, but the one of the 1990s who has shaped who we are as Chicana/mexicanas today, the one inside each Chicana and mexicana. Perhaps it’s the Tlazolteotl-Lupe in me whose malcriada spirit inspires me to leap into the swimming pool naked or dance on a table with a skirt on my head. Maybe it’s my Coatlicue-Lupe attitude that makes it possible for my mother to tell me, “No wonder men can’t stand you.” Who knows? What I do know is this: I am obsessed with becoming a woman comfortable in her skin.
I can’t attribute my religious conversion to a flash of lightning on the road to Laredo or anything like that. Instead, there have been several lessons learned subtly over a period of time. A grave depression and near suicide in my thirty-third year and its subsequent introspection. Vietnamese Buddhist monk Thich Nhat Hanh’s writing that has brought out the Buddha-Lupe in me. My weekly peace vigil for my friend Jasna in Sarajevo. The writings of Gloria Anzaldúa. A crucial trip back to Tepeyac in 1985 with Cherríe Moraga and Norma Alarcón. Drives across Texas, talking with other Chicanas. And research for stories that would force me back inside the Church from where I’d fled.
My Virgen de Guadalupe is not the mother of God. She is God. She is a face for a god without a face, an indigena for a god without ethnicity, a female deity for a god who is genderless, but I also understand that for her to approach me, for me to finally open the door and accept her, she had to be a woman like me.
Once watching a porn film, I saw a sight that terrified me. It was the film star’s panocha—a tidy, elliptical opening, pink and shiny like a rabbit’s ear. To make matters worse, it was shaved and looked especially childlike and unisexual. I think what startled me most was the realization that my own sex has no resemblance to this woman’s. My sex, dark as an orchid, rubbery and blue-purple as pulpo, an octopus, does not look nice and tidy, but otherworldly. I do not have little rosette nipples. My nipples are big and brown like the coins of my childhood.
When I see la Virgen de Guadalupe I want to lift her dress as I did my dolls, and look to see if she comes with chones and does her panocha look like mine, and does she have dark nipples too? Yes, I am certain she does. She is not neuter like Barbie. She gave birth. She has a womb. Blessed art thou and blessed is the fruit of thy womb…. Blessed art thou, Lupe, and, therefore, blessed am I.


he Buddhalupist:
The Spiritual Life of Sandra Cisneros
By Jorge Chino
Photos by Avra Goldman
 



I’m just a baby Buddhist. I don’t know a lot of things,” says Sandra Cisneros, who has been called “the most visible Chicana in mainstream literary circles” by Cynthia Tompkins of Arizona State University West.
“El budismo es una mezcla de muchas filosofías. It is not a religion to me but a philosophy. You can be a Buddhist and you can be a Jewish,” Sandra says while walking in downtown San José, California, the heart of Silicón Valley, “It incorporates whatever your culture is, and it doesn’t obliterate it. It almost makes you return to your center.”
This is not the Sandra Cisneros I met a few years ago.
“Lépera, mal hablada,” my mother would have said of someone like Sandra Cisneros. She is one of those women who are frank and irreverent, mujeres who say bad words, and speak about sex and religion in public: sin pelos en la lengua. Chavela Vargas, Lucha Reyes, La Malinche, soldaderas, Juana de Arco, Elena Poniatoska, María Félix; en fin, mujeres de paso fuerte.
This is how I used to think of Sandra Cisneros: irreverent, challenging, daring, passionate, a flamenco dancer with a curl hanging on her forehead.
This time was different. This time I encountered a woman muy amable y paciente. My grandmother would call her “una santa,” a woman who tries to do good without expecting anything in return.
Sandra Cisneros is both of these things: A Mother Theresa and a Madonna Ciccione. A Virgen of Guadalupe and a María Félix. A Buddha and a Malinche.
Sandra and I are walking from the Inca Gardens restaurant to a presentation which had already started without the author of “The House on Mango Street.” But before we can reach the Morris Daily Auditorium at San José State University, a group of male high school students starts screaming, “Somos sus admiradores. La estábamos esperando para saludarla.” Amazing to see those kids from a rural town called Gilroy, waiting, dying to see and shake hands with a writer! “Creíamos que iba a llegar con guradaespaldas y todo,” they say, eager to be photographed next to a Chicago-born Chicana.
“Desde que llegué no me han dado ni un minuto para andar debajo de un árbol, ni tiempo para orinar,” Sandra was saying before coming across her admiradores. She had a busy schedule in San José as part of the “MacArturos Reunion,” the third annual gathering of Latino and Latina fellows who’ve been recognized for their creative genius by the John D. and Catherine T. MacArthur Foundation.
“The MacArturos is a way in which we can assist each other, and by group effort impact our community,” Sandra says. This year the MacArturos visited San José after a trip to Los Angeles. The event’s theme is “ofrendas del alma, del corazón y de la mente,” — Sandra’s idea, one born in San Antonio, Texas where she lives. The project’s goal is for the MacArturo fellows to share their talents and achievements with community members.
Among Sandra’s fellow MacArturos are Luis Alfaro, a poet, performance artist, and playwright; Baldemar Velásquez, a labor organizer from Texas and president of the Farm Labor Organizing Committee; María Varela, a rural planner and community organizer; Hugo Morales, co-founder and director of Radio Bilingüe; Amalia Mesa-Bains, an independent artist and creator of altar installations; Hipólito Roldán, a community developer; John Jesurún, a designer, writer and theater director; Joaquín Avila, an attorney advocating for voting rights; the famous border brujo Guillermo Gómez-Peña, and Alma Guillermoprieto, a writer and journalist
Out of the auditorium and on our way to her next presentation, Sandra talks again about her spiritual life. She admires Thich Nhat Hanh, a Vietnamese Buddhist monk who practices a form of Buddhism for social change.
“I tell people that I am a ‘Buddhalupist.’ I have to invent it and take parts of the Catholic religion that work for me, like the Virgin of Guadalupe, and toss out the parts that I don’t,” Sandra says, before getting in a car that would take us to the newest and largest Latino cultural center in Northern California, Mexican Heritage Plaza.
“For me, who had walked away from the Catholic Church, it just brought me back to parts of myself,” she says. “The amazing parts about Buddhism is that is taking me back to my culture and my family spirituality. Buddhism for me is a way of helping to guide my life work. It focuses on serving humanity. When I was a young woman, I was looking for some way to integrate my politics and my art.”
“Buddhism has been a search for the two parts of myself: the artistic and the political. It is about service,” says the only daughter of seven children.
Next to her fellow MacArturos, Sandra’s opinions on role models, art and community stand out. Young people, especially young Latinas, seem to be fascinated by her words and her irreverent opinions. Sandra, who is working on a novel, “Caramelo,” which she says will be published during the first months of 2000, does not stop talking about brujas, virgins, and Buddhism. Her admiradores line up to get her autograph at the end of her presentations.
Sandra’s recato, comments and aura of wise woman make me wonder about her past. The next day, on the phone, I ask her what had attracted her to Buddhism. “When I was 33 I saw a güera bruja. She was an spiritual bruja. She told me things that started my spiritual life. She told me I was going to be famous and successful in my work. She also told me that I was going to be working with small groups,” Sandra tells me from a room at San José’s Fairmont Hotel.

“Cuando tenía 28 años gane el premio de the National Endowment for the Arts (NEA), y con ese dinero me compré un boleto y quise vivir y viajar como los escritores. I felt very provincial, and with this NEA grant I traveled. I wanted to go south to Latin America but was afraid and went to Europe instead. I came back with ‘The House on Mango Street’ under my belt but I was penniless. I took a job in Texas and I quit. And I couldn’t find a job again,” she says, recalling the darkest hour of her life.
“The only one who would hire me was a woman who was the head of the English Dept. at CSU in Chico, California,” she says. “Even though my book was a small press book, this woman saw it as a real book, unlike other places. I didn’t really want to teach at the university because I felt frightened. I felt like a fraud. I had to borrow money. I had the worst classes. I thought I was the worst teacher in the world that is why I had such horrible students. I felt I was stuck in Chico, California.”
That was when she tried to kill herself. But Sandra called a suicide prevention service, and decided not to go through with it.
And once again the National Endowment for the Arts Fellowship would come with another grant for her to continue work as a fulltime writer. Sandra realized that her main purpose in life was to write. Her agent sold an unfinished manuscript to Random House, a manuscript that later became one of her most successful works: “Woman Hollering Creek and other Stories.”
“Los fracasos se quedan como espinas en el corazón. Writing is a way to get those espinas out,” says Sandra Cisneros.


© 1999, 2000 El Andar Magazine

 





















Artwork by Fransico Letelier

 

Saturday, September 24, 2011

Waking up and Walking Out


Foucault’s Discipline and Punishment is useful to examine the bio-politics of the school site and how protests signify both political and cultural upheavals, such as the student walkouts in Los Angeles in the year 2006, which serve to reinforce the ideological apparatus of the School. The school site operates as a space for social and political control by asserting power over individual and social bodies. The physical space of the school functions to assert discipline through enclosure and individualizing spaces into “cellular architecture”. School attendance is mandatory for all youth under fifteen or sixteen years of age, otherwise known as compulsory education, shows the role of the state in control over the bodies as well as the socialization of youth into “good” or obedient and well behaved “citizens”. Good citizenry is enforced through various mechanisms such as routine examinations, surveillance, and training. Yet this paper will focus on how such mechanisms function and are re-legitimized when resistance against the system through a specific source, anti-immigration laws, occurs on the national level.            
National mobilization came against House Bill No. 4437 titled “Border Protection, Anti-Terrorism, and Illegal Immigration Control Act” passed in the U.S. House of Representative, December 2005. The bill amounts to an “enforcement” or “policing” bill that criminalizes “illegal immigration” and seeking “illegal immigrants” for a hefty felony charge, criminalizing humanitarian aid, and denying legal protection to those accused of illegal immigration. Other provisions for this bill included construction of a  seven hundred mile wall along the U.S. Mexico border as well as an increase in funding for more policing the border. The democratic public response to this bill among the Latino/a/immigrant communities was a demonstration against “anti-immigrant” movements and “anti-Latino” bills that served as proof of the hostile racial climate against rapidly growing Latino communities in the United States. The bill also had the effect of reducing legislation to an attack on undocumented labor in the United States, a supposed country of immigrants. The bill itself amounted to pushing millions of working class Latino and immigrant communities out of their businesses, service jobs, homes and schools into the streets. Labor unions and immigrant rights coalitions responded by claiming that “undocumented labor” represented a significant aspect of the U.S. economy, then they mobilized on a national level calling for a “National Boycott” or a “Day without an immigrant”. A significant part of the mobilization came by the support of Spanish-speaking mainstream media, which turned their communities audiences to the attention of political, civil, and economic rights for Latino communities: that anything less amounted to subjugation and a secondary status. Media attention made immigration laws a major topic of political, social, and cultural debate concerning millions of Chican@ and Latin@ youth, often the children of undocumented immigrants or immigrants themselves. I argue that the cultural influence of media and popular debates prompted youth across the country to join in the mobilizing efforts and participate in the demonstrations and marches occurring in many major cities but particularly Los Angeles, Chicago, Sacramento, Phoenix, and Austin. Among the larger student-walkout movement and protests most of the action took place in Los Angeles, an estimated twenty four to thirty six thousand students walked out of class to join parents, peers, and community members in marches throughout and against the city.            
Given the large numbers of students who walked out of schools, the day must be seen as remarkable. The walkouts acted as a site of antagonisms between youth, police, and school administrations. Although many community members supported the demonstrations, there was also criticism of the actions as being “disorderly”, “disruptive”, or encouraging delinquent behavior. Reactions by local media projected the same attitude, often portraying a negative picture of events and citing how students blocked traffic, yelled profanities, and waved the Mexican flag: as others. Students were more often than not represented as disorganized, impulsive, and boisterous. Yet in many cities, including Los Angeles, the walkouts drew large numbers and often lead to confrontations of students, teachers, parents, and the police and administrations representing the state. Following the walkouts many schools were on “lock down” under which students were denied the right to leave their class until told otherwise. Lock downs typically occur during “emergencies”, for example: a student is severely hurt,  bad weather conditions, or dangerous activity outside of the campus zone. In the case of the school walk out movement, police and security officers were involved in ensuring the enclosure of schools even though many students successfully breached the gates and barriers to walk out with fellow students. Administrative announcements rang throughout the school declaring the punishment to student-participators such as suspensions, detentions, expulsions, and other types of punishment.
           This state of emergency is an example of how a school-wide model of discipline, punishment, and surveillance enters into public high schools. Typically students who remain in class during a walk-out are stay given positive reinforcement and often refered to as “good students” while those who participates are portrayed as absent, some even called truant. Once student participators left the confines of the school they occupied nearby streets met by police offering a mixed approach. Some officers tried to stop the students, others protected them from traffic in intersections. The flow of students gridlocked traffic around major economic zones, some marches continuing for miles. One large group marched onto the harbor freeway and blocked several entrances. Even if schools were lax about students walking out the first time, when they tried to walk out again they were met with significantly more resistance. A student account from Chapter 5 Walking Out of Colonialism One Classroom at a Time: Student Walkouts and Colonial/ Modern Disciplinarily in El Paso, Texas  from the text Breaching the colonial contract : anti-colonialism in the US and Canada   reports as such: “There were about 250 students from Chapin and Irvin outside of our school. I got out of class but there were teachers and security guards in the halls and the gates were locked. About five of us tried to climb over the fence anyway but the police stopped us. The next day, about 30 of us walked-out. We climbed out through the windows before they could stop us. … We passed by El Paso High and it was on lock- down. The students were shouting “Let us go!” but the security guards wouldn’t let them out. Only three managed to escape and join us. The police rode their motorcycles up to the students to push us back. I and another guy got hit in the legs by a motorcycle” (Lopez, Kempf). This student accounts how on March 27 seven hundred students walked out of his school and then controlled by the next day, even though students from other schools came to encourage them to walkout. This occurred in many different schools and by the third day, many of the marches were effectively halted. This proves that overall school administrators were either able to get students back into class or they did not let students walk out again, not because all opposed the walk outs, but rather because of the need to reestablish their position of authority and fear of losing their source of income (tax revenue). The situation overall raised tensions, debates, and even legal actions in the cases of some organizing students. The students clearly had safety in numbers, the more students who walked out, the less likely they got into trouble, but they were also unorganized and often without the resources to effectively challenge the normative behaviors enforced by the school.         
      The speaker also mentions how some students actively tried to stop the walkouts, surveilling other students as well as linking arms to stop them from walking out. Forms of surveillance in schools include student on student policing which reinforces the Teacher’s position as holder of knowledge. An example is the positionality of the desks of the classroom facing forwards and forced to look at the teacher. Although this is one account from a student in an El Paso public High School, it is still significant because of the school’s relative proximity to the Mexican border. The border produces confrontations between immigration officers and students (further emphasizing issues of contested cross cultural borderlands in the classroom to the streets “borderlands”). Teachers themselves were ordered to not let students walk out, some faced the pressure of legal reprimands if they assisted in student truancy. Other teachers recognized the students’ right to protest, and noted how the legality of walking out is similar to civil disobedience. Teachers were encouraged to surveil their students and punish those who did not follow the interests of the overall administration. Some teachers were forbidden to mention the topics of immigration, show news reports in classrooms, or allow student downloads of information on HR 4437 in the classrooms.[1]  Instead of using the historic walkouts as an opportunity to build or create dialogue about students issues in their communities, school administrators were eager to continue with “business as usual” , as a space navigated by students that requires adherence to codes of discipline.
It is also significant to note the many reasons students walked out not represented in the media with the attention focused on debates over assimilation and wild speculations about the nature of student protest. The schools with the largest numbers of students walking out were often in urban inner-city areas, such as Los Angeles Unified School District, which has the sixth highest drop out rate in the country and controversial test scores. These facts have often been used to discredit student voices and argue for stricter disciplinary controls and infamous “zero tolerance policies” that give students few to no warnings before enforcing harsher and stricter punishments. The walkouts in 2006 show one of the largest mobilizations of public school students in recent history. School administrators did not tolerate students taking further actions and effectively prevented students to do so by reinforcing their authorial position to stop actions even when they were considered detrimental to school functioning or educational process. When asked about the conditions at their schools students reported not being taught their histories in schools or that teachers were avoiding the issues of immigration that affect so many students. Schools were clearly not serving their needs or creating a safe space for dialogue or debate about current issues.
The walkouts were only a part of a larger movement against state immigration policy and also deserves a comparison between the East Los Angeles walkouts or “blowouts” in nineteen sixty-eight. These comparisons raise the questions of whether the schools have really changed and in what ways. A significant portion of students who walked out came from Los Angeles Unified School District schools which continue to be at the center of controversy surrounding recent budge cuts, evaluation methods, and controversial restructuring. A recent student walk out took place on May 10, 2011 in Huntington Park high School, where over a thousand students and administrators walked out of class and walked seven miles to protest outside of the LAUSD board meeting, where a proposal to fire more than half of the staff and restructure the campus was taking place[2]. Students taking part of this protest were motivated by a desire to stand up against the changes they had no control over and let board members know that they did not want to see some of their favorite teachers get laid off. Such as in protests in the past, students were barred from entering the meeting and the changes were voted on, disregarding the student voices chanting outside. The school board justified their decision on the fact that student test scores were abysmally “low” and that they felt that restructuring the school was the only way to fix this problem. These recent walkouts show that walkouts are still an appropriate tactic for high school students, by using their bodies to directly resist against the enclosure of the school structure. Students are able to use their collective bodies to delegitimize the school structure of domination and authority over student bodies. Although this protest was unplanned it garnered support from several administrators, which is evidence of how the collective bodies of students legitimizes the authority of administrators and teachers.
Although student protestors often do not have their demands met by those in power, breaking from the structure of the school is threatening to the larger state systems of power. Even after HR 4437 bill died, debates over the school function as a space for “citizen making” continues to take place in school districts such Tucson Unified School District, where high school ethnic studies programs such as Chicano Literature History are in danger of being cut and banned.  This proves that students still continue to struggle against racist laws and school structures, where “minority” and Chicano/Latino students still receive the poorest quality education.


[1]Some teachers were even forbidden to even mention the topics of immigration, show news reports in classrooms, and allow students to download information on HR 4437 in the classrooms” (Lopez)
[2] http://www.ktla.com/news/landing/ktla-huntington-park-high-school,0,1113497.story

Unfinished Borderlands Reserach


Borders, Surveilence, Art

My unfinished Borderlands research. Found some good sources. Check them out:
The influence of power, violence, nationalism, and surviellence on art of the borderlands.
Urban planning, performance of vigilantes (popular culture), violence, activism, and migrant narrative


art from the discarded and forgetten borders







Curators on Border art and Literature and Theory on the Borderlands
Very Thorough refernce guide

Border Art as a Strategy
Chávez, Patricio, Madeleine Grynsztejn, and Kathryn Kanjo. La Frontera =: The Border : Art About the Mexico/united States Border Experience. San Diego: Centro Cultural de la Raza, 1993. Print.

Artcile on Teddy Cruz

been characterized by an increasing securitization, which is engendered by, while
participating in, an era of “biogovernance which systematically links primitive collective
emotions of fear and anxiety with postmodern technologies of surveillance” (Kroker,
2006: 61).


Article on Machete and Border politics

Border Artwork







Becky Guttin- her works on migration

Tijuana artist

http://www.latinamericanart.com/en/art-events/molaa-presents-descartes.html

Downey’s Policing, Administration, and Discplinary policy


 This is my own reflection of an experience that affected how I began to form connections between the police state and public schools. In ninth grade, I was in a remedial science class and I saw what looked like a routine operation of a classmate getting arrested for selling weed out his of locker. The police just walked into our class and handcuffed this tall skinny punk rocker who looked high all the time. I realize this piece is unfinished with some grammatical errors, I will fix up soon.

Perhaps one of my most memorable moments from Downey High School is not one where Mr.Glasser is telling my parents how well I am doing or walking the stage at graduation. It was actually towards the end of my freshman year, I was getting fed up with this ridiculous remedial science class I was placed in. It wasn’t so much of a class as much as 6th period babysitting and I was getting really fed up the general lack of teaching and learning that was not going on. I do not even know how I was even placed into that class, I talked to my counselors about it and they said it was because of my 8th grade science class grades and because I was “not ready” for regular biology. It was disheartening, they were starting me off behind all the other students who were taking Honor’s classes. I was also in a lower level algebra class, the only class I got a D in and I resented with a passion. Most of the time I would not bother paying attention in class because I felt if they really cared about me as a student, then they should listen to my complaints and work to give me a better class schedule. The school basically told me “we don’t really care about you or your education, we are administrators and we have four thousand other students to worry about”. I was never a problem, I was quite and did all the work for my other classes, even early, just to annoy my teachers and prove a point to them. I was very shy and too anxious to make a lot of friends. I guess most students did not really know what to make out of me as much as I did not know what to make out of myself. I found refuge and pleasure in reading books, writing, studying fashion in what I though was my fourteen-year old way of telling everyone to bug off. I was trying really hard to be an individualist then, even though I was not even sure what that meant. I just knew I loved books, art, and that I had to get the hell out of Downey (the high school at least).  So with all this in mind, the last straw for me was when I saw one of my classmates get arrested during remedial science. It was a pretty summer day and I was happy because vacation was coming soon, but the procedure was carried out so methodical.  It confirmed by suspicions that teachers, administrators, cops were certainly all working together and part of the same policing system (at least in this public high school)
History of modern penal system
Foucault seeks to analyze punishment in its social context, and examine how changing power relations affected punishment
Theatre on punishment- where complex system of representations and signs are displayed publicly
Disciplinary power has three elements: hierarachal observation, normalizing judgement,
Producing delinquency as means of structuring and controlling crime
            

Babes In Borderlands Project


 I am currently reading "The Autobiography of a Brown Buffalo". I will update some notes later. I certainly like reading it even though I think Oscar is purposefully an exaggerated character weaving himself in and out of cliches to form a new (chicano) cultural identity. He will never say he is "Chicano", but that it not the point, I will explain more of that...

I also want to write about “Chicano Literature” and the white people who want to study it. I am like, well what if I was a Chicana writer, does that mean you’ll be studying me? That’s if I bother writing stories or poems, or any other types of articles…

Thinking about “Asco”, Brown Buffalo, and my own SOAR Administrative Internship. I could not agree more with Patsy, the artist from ASCO says. I can not sit around and complain, we cant afford or will get no where sitting around and complaining about not having gallery space or an opportunity to make art. You just have to MAKE IT HAPPEN. Like I just have to make these events happen. I have to MAKE the posters and invite everyone. We make the ART and Protest happen, and why sit around complaining any more.  I will make MY work in these positions socially and culturally relevant, even on the edges of administrative direction, I have a fresh feeling of autonomy to do what I need to do, or work that feels right. Plus I can get PAID, which means I can stay fresh, fed, and save up monies for future adventures and endeavors. My dad does not sit around after years of being Mr.Doctor, he studies every night, underlining key terms and descriptions in his medical textbooks, out of his piles of books. I may not study medicine, but I aspire is a similar tireless devotion to my work. I take just a piece of something, an art piece like this one (from Museum of Latin American Art, actually one of my favorite local museums, fascinating place I sometimes volunteer for. This is a photograph of an art installation in London's Tate Modern. This giant crack running through the floor represents racism.  ):


Or a line of Baudrillard that blows me away and I can not let it go. It guides our passions, and need for further investigation. I say "our" because I can not help but connect myself to my parents, who they are, who I am, the work they do that makes me proud, their efforts, and inspires me. A bilingual brain is beautiful, it's elastic. My dad once told me when he reads the Merck Manual, a doctor's reference text, he actually understands it better in Spanish. It is as if the language just clicks, the other neurons are fired, the Spanish speaking ones, and he understands the text as naturally as the rhythms of our fascinating human bodies.