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“Ich kann nicht”: Hearing Racialized Language in Josh Inocéncio’s Purple Eyes (Ojos Violetas)

In Spring 2017, I brought Houston-based playwright/performer Josh Inocéncio to my campus—the University of Houston—to perform his solo show Purple Eyes (for more on the event, see “Campus Organizing, or How I Use Theatre to Resist”). Purple Eyes is what Inocéncio calls an “ancestral auto/biographical” performance piece which explores his upbringing as a closeted gay Chicano living in the midst of the cultural heritage of machismo. Following a legacy of solo performance storytelling aesthetics seen in John Leguizamo’s Freak and Luis Alfaro’s Downtown, Inocéncio plays with memory to understand how the United States and Mexico have influenced his family and his own identity formation. Moreover, Purple Eyes explores the intersections of queerness and Chican@ identity alongside the legacy of machismo in his family (For more on the play, see “Queering Machismo from Michoacán to Montrose”).

Still from Purple Eyes (Ojos Violetas), with permission from Josh Inocencio who retains copyright.

During my Intro to LGBT Studies course following the performance, students discussed issues of representation and how many of them had never seen a queer Latin@/x play or performance, with some of them having never seen a live play. Many students picked up on how Purple Eyes foregrounds the intersections of race, ethnicity, gender, and sexuality. While these discussions were indeed fruitful, what struck me most was how both classes harped on Inocéncio’s use of different linguistic registers. Put simply, what stayed with them was how the performance sounded. My students obsessed over the Spanish in the play, leading me to question why this group of students at a Hispanic-Serving Institution in a city that is over 40% Latin@ had so much trouble whenever Inocéncio spoke Spanish, or the sounds of Latinidad.

In what follows, I discuss how my students heard Purple Eyes. While the play is predominately in English, Inocéncio often code-switches into Spanish and German to more accurately embody particular family members. This blog adds to previous research by Dolores Inés Casillas, Sara V. Hinojos, Marci R. McMahon, Liana Silva, and Jennifer Stoever  on the relationship between the Spanish language and non-Spanish speaking Americans. Indeed, my students racialized the Spanish in Purple Eyes while completely disregarding the German in the play. Why?

Drawing from sociology, racialization is the process of imposing racial identities to a social practice or group that might not have identified in such a way. Typically, the dominant group racializes the marginalized group; i.e. Latin@s in the U.S. become racialized by the mainstream. Even so, Latin@s are not a race, but are an ethnic group. Yet, I argue that non-Latin@ Americans view Latin@s through a lens of race which often becomes a sonic one, in which language becomes one of the most overt identity markers. In terms of Spanish, while many races and ethnicities speak the language, in the United States it is often viewed as a way to mark Spanish-speaking Latin@s as Other. In this way, language plays a fundamental role in shaping mainstream ideas about race. According to Dolores Inés Casillas, “For unfamiliar ears, the sounds of Spanish, the mariachi ensemble, and/or accented karaoke all work together to signal brownness, working-class,” and as Jennifer Stoever argues, the sounds of Latinidad indicate “illegality” in the U.S.

Drawing from the intersections of race, language, and racism, the relatively new academic field Raciolinguistics has emerged as a means to explain how people use language to shape their identity (For more, see Raciolinguistics: How Language Shapes Our Ideas About Race). Branching off from Raciolinguistics, I am most interested in exploring how the mainstream hears languages and racializes what they are hearing. The result is that Spanish is seen as Other, meaning that monolingual U.S. listeners hear Spanish-speakers as inherently different and a threat to a mainstream United States cultural and, more importantly, national identity.

Still from Purple Eyes (Ojos Violetas), with permission from Josh Inocencio who retains copyright.

Reflecting Inocéncio’s cultural multiplicity, Purple Eyes features English, Spanish, and German strategically used at different moments in the play to reflect the temporality, positionality, and relationship to language of each character that Inocéncio inhabits. While the chapter on his father is entirely in English, the final chapter focusing on Josh himself opens with a monologue in Spanish in which the performer narrates the events of the FIFA World Cup before finally announcing to the crowd that the epilogue is Inocéncio’s journey of young love and heartbreak on his journey of queer discovery. This moment features the longest extended use of Spanish in the play. The remaining Spanish is sprinkled in as Josh code-switches between the two languages for added cultural specificity.

While some of my Spanish-speaking students appreciated hearing a play that reflected their linguistic identities, monolingual English speakers in my class claimed that the Spanish confused them and made it difficult for them to follow certain parts of the play. After several students echoed these thoughts, a student from Mexico without full fluency in English comprehension told others about how her experiences were the exact opposite. She had trouble following some of the parts in English since she is still learning the language. I then pivoted the conversation to discuss how my English-dominant students approached the play with the assumption that English is the norm and a performance on a university campus should reflect this. Case in point: several told me that the show should have been subtitled.

But what was most telling was the following exchange. After several expressed confusion over the Spanish, one particularly woke student from Nigeria raised her hand and said: “I haven’t heard anyone say anything about the German in the play and not being able to follow the play during the German part.”  She then noted how, in the United States, Spanish is racialized whereas German is not. In fact, most of the students did not even recall German in the play. Admittedly, the play features far more Spanish than German, but the scene in which Inocéncio speaks German occurs while dramatizing his Austrian grandmother’s abortion. As Inocéncio (as Oma) frantically repeated “Ich kann nicht” (I can’t), my students had no trouble; to use some Millennial vernacular, it was with Spanish that they “couldn’t even.” Arguably, this is the most intense scene in the performance and one that my students wanted to discuss. That the majority of them understood this scene without fully registering the German, coupled with their confusion over lines spoken in Spanish, speaks to not only how race and ethnicity impact how languages are heard in the United States. German is viewed as familiar and accessible whereas Spanish is immediately heard as foreign, i.e. undesirable, not welcome here.

As the Latin@ population continues to grow and the Spanish language becomes an increasingly present reality in U.S. everyday life, audiences must consider possibilities not grounded in an English-only narrative. My experiences with Purple Eyes are not unique. I have witnessed and heard many stories about audiences at mainstream theatre companies who have struggled whenever a play included Spanish. While I don’t claim to have the answers to address this across the nation, as an educator, I question what tools I can give my students to help prepare them for sonic experiences outside of their comfort zone and, specifically, how they become aware of subconscious racialization practices. What will they hear? And, more importantly, how will they react?

Featured Image: Still from Purple Eyes (Ojos Violetas), with permission from Josh Inocencio who retains copyright.

Trevor Boffone is a Houston-based scholar, educator, writer, dramaturg, producer, and the founder of the 50 Playwrights Project. He is a member of the National Steering Committee for the Latinx Theatre Commons and the Café Onda Editorial Board. Trevor has a Ph.D. in Latin@ Theatre and Literature from the Department of Hispanic Studies at the University of Houston where he holds a Graduate Certificate in Women’s, Gender, & Sexuality Studies. He holds an MA in Hispanic Studies from Villanova University and a BA in Spanish from Loyola University New Orleans. Trevor researches the intersections of race, ethnicity, gender, sexuality, and community in Chican@ and Latin@ theater and performance. His first book project, Eastside Latinidad: Josefina López, Community, and Social Change in Los Angeles, examines the textual and performative strategies of contemporary Latin@ theatermakers based in Boyle Heights that use performance as a tool to expand notions of Latinidad and (re)build a community that reflects this diverse and fluid identity. He is co-editing (with Teresa Marrero and Chantal Rodriguez) an anthology of Latinx plays from the Los Angeles Theatre Center’s Encuentro 2014 (under contract with Northwestern University Press).

  REWIND!…If you liked this post, you may also dig:

“Don’t Be Self-Conchas”: Listening to Mexican Styled Phonetics in Popular Culture*–Sara V. Hinojos and Dolores Inés Casillas

Deaf Latin@ Performance: Listening with the Third Ear–Trevor Boffone

Moonlight’s Orchestral Manoeuvers: A duet by Shakira Holt and Christopher Chien

If La Llorona Was a Punk Rocker: Detonguing The Off-Key Caos and Screams of Alice Bag–Marlen Rios-Hernández

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Deaf Latin@ Performance: Listening with the Third Ear

World Listening Month3This is the fourth and final post in Sounding Out!’s 4th annual July forum on listening in observation of World Listening Day on July 18th, 2015.  World Listening Day is a time to think about the impacts we have on our auditory environments and, in turn, their effects on us.  For Sounding Out! World Listening Day necessitates discussions of the politics of listening and listening, and, as Trevor Boffone prescribes, a much wider and more corporeal understanding of the practice that goes beyond an emphasis on the ear and even on sound itself.   –Editor-in-Chief JS

As Kent, a Deaf man, stands on stage in Tamales de Puerco, signing his story of struggling and growing up in a hearing family, the only aural sounds in the theater come from the audience: the sounds of crying. Performed in English, Spanish, and American Sign Language (ASL), Tamales offers a glimpse into the seldom seen realities of life as a single mother to a Deaf child as it intersects with Latinidad. The play presents the story of Norma, a young mother who confronts her abusive husband and challenges a country that rejects and oppresses her as an undocumented immigrant. She overcomes the hardships of being Latina, undocumented, and having a Deaf child (Mauricio) without any support from her husband, her mother, and local and state institutions. Ultimately, Norma must negotiate cultural citizenship and notions of belonging to the Deaf Latin@ community so that her son can have more opportunities. The play uses—and calls attention to—silence as an essential building block in the process of constructing, remixing, and performing the complexities of Latin@ identity.

Third Ear Image 2 - TdP - Norma and Tana

Listening to the silences in Latin@ theatre performance offers crucial insight into how the Latin@ population and Latinidad fit into the fabric of the United States in the 21st Century, as Marci R. McMahon notes in “Soundscapes of Narco Silence.” In Tamales, the staging of Deafness creates a particular kind of silence that promotes new listening strategies. What I find most compelling is how Deafness on stage–and the particular silences Deafness can create–opens up a space for what Steph Ceraso calls multimodal listening,” listening as a full-bodied event not solely linked to the ears, but rather connected to “bodies, affects, behaviors, design, space, and aesthetics.” Calling attention to the body as it does, the silences in the play give weight to Kent’s story and affects the viewer beyond the limits of voiced acting by encouraging spectators to concentrate on the actors’ physical emotions and how actors’ bodies work to transmit messages without verbal cues. I argue Tamales promotes multimodal listening by forcing spectators to use their “Third Ear”—a mode of listening across domains of silence, sound, and the moving body—as a device to understand a seemingly silent world.

To do this, I engage with the playscript and recordings of the 2013 production of Mercedes Floresislas’s Tamales de Puerco at CASA 0101 Theater under Edward Padilla’s direction. While Floresislas’s script raised many complex issues surrounding the Deaf Latin@ community, Padilla’s staging focused on the intersections of Deafness and Latinidad by foregrounding the use of silence in the production. [Note: I use the capitalized versions of Deaf and Deafness. A standard dictionary definition of “deaf” represents one who is partially or unable to hear (deaf and hearing impaired are essentially interchangeable). Deaf with a capital D, however, refers to the community that self-identifies as belonging to the Deaf culture. Deafness, therefore, is a sign of health and prognosis of well-being among sign language dependent hearing-impaired people. Likewise, hearing versus Hearing represents a similar biological/cultural binary.]

In Hearing Difference: The Third Ear in Experimental, Deaf, and Multicultural Theater, one of the few studies to devote critical attention to Deaf theater as it relates to multicultural experience and identity, Kanta Kochhar-Lindgren introduces the “Third Ear,” a useful term that facilitates focusing one’s attention on the performative forms of expression. Blending sensory, spatial, and visual elements generates a Third Ear that acts as a “Deaf-gain,” a hybrid mode of hearing and coming to know the world. When specific senses are lost, the mind becomes dynamic in such a way that continues to allow affected individuals to actively engage with their surroundings, with their community. Deaf people, therefore, do not lack a vital sense, but rather they gain a new sense—one typically inaccessible to hearing individuals– that enables them to successfully navigate their surroundings. Kochhar-Lindgren’s work focuses attention on the “sense” of performance and the different movements that work together to form speech sensed by the “Third Ear.” For audience members, learning to perceive the mixing of forms together as communication is fundamental to understanding the messages presented on stage; inevitably, the Third Ear promotes auditory silence yet it establishes that a lack of sound does not necessarily correspond with a lack of understanding. By removing all sound, silence gains power.

Third Ear Image 1 - TdP Poster Art (1)

The evocation of the Third Ear separates Tamales from the majority of Latin@ theater productions grounded in aural languages such as English, Spanish, and Spanglish. Deafness is seldom represented onstage in any type of theater, aside from revivals of William Gibson’s The Miracle Worker and Mark Medoff’s Children of a Lesser God, more contemporary works such as Suzan Zeder’s Ware Trilogy and Bruce Norris’s Clybourne Park, and the work of Deaf West Theatre in Hollywood, whose most recent production, Spring Awakening received rave reviews and will move Broadway in September 2015. The work of Deaf West has been of particular interest to Sound Studies scholars for its unique contributions to the American Theatre. In Cara Cardinale’s 2012 SO! post, she discusses Deaf West’s production of Tennessee Williams’ A Streetcar Named Desire in which the roles were reversed. The production’s interpreters were for the hearing audience and, thus, sign language took center stage. Yet, all of these more well-known works focus on Anglo experiences, neglecting the specific intersectional challenges that Deaf people of color face such as limited access to state-funded resources such as counseling services, educational inequality and the achievement gap, not to mention that the majority of Deaf Latin@s do not have parents who can sign with them (re: effectively communicate).

The Third Ear, as evoked in Tamales, seems especially suited for representing Latin@ Deafness onstage and evoking a concomitant visceral understanding in audiences. Floresislas’s writing and Padilla’s direction work together to strategically allow audience members to develop a Third Ear at key moments in the play, enabling them to fill silences they might have otherwise perceived as gaps. Entering Tamales’ silent world not only compels hearing audiences to recognize their supposed privilege, but pushes toward a deeper understanding of the relativity of hearing-as-privilege. In a Deaf world, hearing is not a privilege, but rather one of many ways to come to know the world. In this regard, Tamales reiterates Liana Silva’s argument that “deafness complicates what it means to listen” by calling attention to the many non-auditory signals that are vital to the act.

2B63E42B-FE77-6FF9-25FDAD4EE2D67726In addition, Tamales deliberately fosters moments of uncomfortable silences that are one of the production’s strengths. For example, silence plays a key role in an early scene in which Norma decides to leave her abusive husband, Reynaldo. In this violent episode–either by a deafening blow or disassociation–everything in her world goes silent. While Reynaldo yells at her and throws things around the house, his voice fades out. However, as Norma sits in silence, she becomes better able to navigate her abusive marriage. Norma hears the silence. Her hypervigilance increases her ability to identify potential threat(s) and, ultimately, she takes her son and flees from the situation. While Norma taps into her Third Ear on stage, the audience also enters a silent world in which they must seek alternative methods to actively engage with the production. By “losing” their hearing along with Norma, the audience must pay a different kind of attention to her to gain an understanding of the scene.

Along with recognizing certain hearing privileges, listening with the Third Ear both connects and separates the audience. For instance, in the scene in which Norma attends an AA meeting for Deaf people, Padilla’s direction activates the Third Ear by removing sound from the stage. In the original playscript, Floresislas wanted Kent’s monologue to include a voice-over, but during rehearsals, Padilla saw the potential to foreground the silence in this scene (and throughout the piece, as well); his direction transformed the staging from an aural scene to a silent one. Listening with the Third Ear enables the audience to blend sensory and visual hearing in order to understand the emotional depth of the action transpiring on stage. As Kent stands in silence, signing his story about the difficulties of connecting with his hearing father, many in the audience were audibly moved. During Kent’s monologue, the actor remained silent while supertitles revealed his speech:

Yesterday, my father had a heart attack and I got called to his bedside at the hospital. I had not seen him for almost 15 years! I had never had a conversation with my father; yes, he was hearing and I was his only deaf child. (…) I always believed by dad hated me; nothing I did was ever good enough. He was always watching me and looking angry for everything I ever did or asked. I actually wished he’d ignore me like the rest of the family! (15)

Third Ear Image 3 - TdP - Kent (Dickie Hearts)

Particularly gripping, this scene acts as a crucial building block in the necessity of creating opportunities for her son that drives Norma’s story forward, not to mention that it calls attention to the fact that reading isn’t necessarily a silent act. Kent’s story reveals much to a hearing audience who may be unfamiliar with the Deaf Latin@ community. Kent’s experience is typical of Deaf Latin@s, only 20% of whom have parents that can sign. It compels an understanding of the reasons why Norma learns ASL and pushes for a better life for her son. She does not want him to be in the same position that Kent finds himself in. And, she does not want to have the regret of having never learned to communicate with him. Kent continues:

Yesterday, he looked frail; he was paralyzed on one side. When he saw me, he moved his hand like this (brushes his left hand up the center of his chest then points at). At first, I didn’t understand what he was doing. But when he did it again, I understood. He said, “I’m proud of you.” Then he signed “I love you.” (…) My niece told me he had been learning ASL for the last 3 months because he wanted to tell me how sorry he was for not being able to talk to me. My dad didn’t hate me; he hated himself for not being able to talk to me! (…) But yesterday, I also had my first and last conversation with my dad he signed for me! That…makes me feel very proud! (15-16)

As Kent stands in silence, his emotional journey is given life through his hands and body. Interestingly, the silences enacted onstage by Tamales actually create sound, amplifying the sobbing that emanates from the audience in both its auditory and visual manifestations. The way in which silence allows the audiences’ sonic reactions to become part of the play itself suggests that how—and why–the audience responds may actually be more important than the performance itself. How much are the sobs about the heartbreaking nature of Kent’s story and how much of it is recognizing one’s own privileges? How much of it is the audience connecting with the story? How much of it is about seeing themselves represented? And how does silence amplify “listening” to Kent’s story?

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While not exhaustive, my reading of Tamales widens the conversation about the intricacies of Deaf Latin@ performance. The 2013 production of Tamales best hints at the possibilities of Latin@ performance in Boyle Heights and how community-based theater companies such as CASA 0101 can work to provide more access to Deaf people, thus forging both an inclusive community and theater company. More plays featuring Deaf characters, incorporating Deaf actors, and Deaf dramatists are needed, something Floresislas is already exploring. Still, much research remains as to how Deaf Latinidad is heard and how this identity fits into a performance framework. Through multimodal listening, Tamales urges spectators to leave the theater considering how they may or may not alter their actions to better benefit underprivileged and underrepresented communities such as the Latin@ Deaf community. Quite frankly, Tamales opens the “eyes and ears” of audiences. Now is the time to listen to Deaf Latinidad. What will we choose to hear in the silence?

Still Images from Tamales de Puerco, permission courtesy of CASA 0101 Theatre. Featured Image: Olin Tonatiuh and Cristal Gonzalez in “Tamales De Puerco.” Photo by Ed Krieger.

Trevor Boffone is a Houston-based scholar, educator, dramaturge, and producer. He is a co-founder of Amaranto Productions and a member of the Latina/o Theatre Commons Steering Committee. Trevor is a doctoral candidate in the Department of Hispanic Studies at the University of Houston where he holds a Graduate Certificate in Women’s, Gender, & Sexuality Studies. His dissertation, Performing Eastside Latinidad: Josefina López and Theater for Social Change in Boyle Heights, is a study of theater and performance in East Los Angeles, focusing primarily on Josefina López’s role as a playwright, mentor, and community leader. He has published and presented original research on Chicana Feminist Teatro, the body in performance, Deaf Latinidad, Queer Latinidad, as well as the theater of Adelina Anthony, Nilo Cruz, Virginia Grise, Josefina López, Cherríe Moraga, Monica Palacios, and Carmen Peláez. Trevor recently served as a Research Fellow at LLILAS Benson Latin American Studies and Collections at the University of Texas at Austin for his project Bridging Women in Mexican-American Theater from Villalongín to Tafolla (1848-2014).

 

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