I present(ed) in the panel below:
(UA, Rhetoric, Composition, & The Teaching of English)
Elias Serna (UC-Riverside, English)
Tempest, Arizona: The Counter-revolution against Raza Studies and Humanities in Arizona
This paper pays close attention to how Chicano literature is traditionally studied in English departments, how Tucson’s Raza Studies (MAS) classrooms have engaged fiction, and how Republican legislatures interpret Chicano Studies as a threat to Western Civilization. Borrowing humanities concepts of Edward Said, Cherrie Moraga, Damian Baca, Paolo Freire and MAS pedagogy, I focus on Curtis Acosta’s teaching of The Tempest to emphasize that it is not solely an issue of what is taught (curriculum), but how it is taught (pedagogy).
Are Reconciliation and Coexistence Possible Within a Paradoxical Discourse?: A Look at HB2281 (the Ethnic Studies Ban) through the Lens of Mestizaje
This presentation looks at how the discourse surrounding HB2281, both from its advocates and from its opponents, illustrates four rhetorical topoi of mestizaje: embracing the indigenous, connecting to global populations, advocating for unity, and promoting peace through unity. By illustrating the similar tropes used for and against HB2281, this presentation adds to the discussion of mestizaje as both a space of contention and an ideological position from which to launch conversations of reconciliation and coexistence.
Cruz Medina (UA, Rhetoric, Composition, and The Teaching of English)
Storytelling of El Aztec High Tech: Digital Literacy, Latin@ Tradition and KnowledgeI actually discussed some of the digital storytelling I've mentioned in previous post, pointing out the amazing storytelling in Natalie Martinez's guest post.
UPDATE:
A photo from our standing room only panel:
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