These days it’s a challenge to be reviewing a book that has anything to do with the English singer-writer Morrissey, given his support for Brexit and anti-immigrant nationalist political parties in the UK. In a fake interview, Moz recently used his website to attack non-compliant media that had criticized him. His vegetarianist pitch was that Muslim meat is murder. Oh, and the Mayor of London Sadiq Khan shouldn’t be running the city because he doesn’t speak English properly. With each new provocation in a long career of trolling, one wonders, in the words of one of his songs, ‘Little Man, What Now?’ How can it get worse? So it isn’t a good time to be a fan of Morrissey and/or the Smiths (deceased 1987), an ex-fan or someone who now claims they preferred guitarist Johnny Marr from the get-go. Who then would want to reside in a land named after Moz, even if he is only its symbolic head of state?
Thankfully Mozlandia: Morrissey Fans in the Borderlands (Headpress, 2016) nudges Bigmouth to the background, even if an almost holy portrait graces the book’s cover. For Melissa Mora Hidalgo, Mozlandia is the territory of the US-Mexico border region, and Greater Los Angeles in particular, with its cultures and communities of Morrissey Smiths fans as ‘active, creative producers’ in ‘transnational circuits of exchange’ that reveal ‘fandom’s potential for enacting resistance and creating new spaces of belonging’ (14). Hidalgo is an independent scholar from Whittier, California with research expertise in Mexican American literature, US ethnic studies and queer studies. This book is oriented by Gloria E. Anzaldúa’s canonical text in Chicana/o studies Borderlands/La Frontera: The New Mestiza (1987) and Gilles Deleuze and Félix Guattari’s contention in A Thousand Plateaus: Capitalism and Schizophrenia (1987) that the form of the book is about surveying and mapping rather than signifying. Hidalgo describes it also as a ‘storybook’ that includes field notes, journal entries, riffs on lyrics, fanecdotes (fan anecdotes) and her own personal voice as a participant in these fan cultures and a citizen of Mozlandia.
What is immediately striking is the way these different forms of writing are woven together in an accessible, honest, affecting, playful, and queer bilingual prose by someone deeply connected to the communities and activities of Smiths Morrissey fans in Los Angeles. This is an academic page-turner that wears its scholarly rigor as lightly as Morrissey wore gladioli in his back pocket. The book opens with a rush and a push to move beyond the now much reported ‘novelty’ or surprise factor of Irish-English Morrissey from Manchester in the northwest of England having so many Chicana/o fans in Southern California.
Mozlandia builds on the model of Smiths Morrissey tourism in Manchester to map out a potential tour of Los Angeles, a city where he lived from 1997-2004 and has played very often, and featured in songs and videos. After this psychogeography, Hidalgo hones in on the East LA neighborhood of Boyle Heights, where Morrissey karaoke or MorrisseyOke nights at Eastside Luv Bar y QueSo have taken place since the early 2000s. Hidalgo describes the variety of performances of local and visiting Smiths Morrissey fans including dressing up and singing songs in Spanish, Japanese and other languages. The argument embeds this bar and the fan phenomenon in the contradictory and ambivalent politics of ‘gentefication’ in which upwardly mobile Chicanas/os invest in their old neighborhoods. While describing the venue as a community space for the crossing of ethnic and gendered borders, the argument is sensitive to how the place is also ‘prone to hypermasculine heteronormative homophobic aggression from attendees’ (78).
The following chapter focuses on Smiths Morrissey tribute bands in ‘Moz Angeles’ such as Sweet and Tender Hooligans, These Handsome Devils, This Charming Band, Strangeways, Maladjusted, Nowhere Fast, El Mariachi Manchester and Sheilas Take a Bow, the latter of which includes the author on vocals. Musicians in these bands share their stories of attachment to the repertoire, genre and modes of performance and dramaturgy. This tribute band activity is much deeper and more varied than the more visible media attention for mariachi outfit Mexrissey.
From tribute bands, Hidalgo moves to the fan listenership of the tweet-in radio show Breakfast with the Smiths, The World of Morrissey on Indie 103.1 FM, a now defunct online station owned by Latino media company Entravision that played alternative/indie music with a strong British quotient. This chapter explores Twitter’s function as a remediated request line that also features as an audience forum that is rich with photos of tickets to gigs, selfies, memes and graphics alongside social media chatter and verbal performance (such as anagrams) around songs. Hidalgo then moves on to literary performances of Morrissey in poetry, fiction, theatre and film. Morrissey-inspired events are rooted here in the musical and broader artistic histories of East LA with its rock, punk and Anglophilic new wave scenes. The range of works jumps off Morrissey to articulate the experiences of growing up and rework the forms of class, ethnic and gender alienation that feature so strongly in the singer’s work.
The book concludes with a trip to the UK where Morrissey’s hairdresser refuses to cut Hidalgo’s hair because they only serve male patrons. This encounter is part of a fan letter to Morrissey. Hidalgo writes, ‘I am forty-two, and you mean just as much to me now as you did when I was seventeen going on eighteen. Even when I want to scold you for saying that shit about the Chinese, or liking Nigel Farage, or calling dykes lazy, or playing shows in Israel’ (184). The awkwardness of being a fan is also described earlier in the book:
Fandom is also sometimes difficult to sustain. It gets tested. It ebbs and flows. We break up and make up with our fan object. We get mad sometimes, and we want to hold our fan object accountable when they do or say some stupid shit, something confounding, something that goes against our own principles (28).
As a Pakistani-British fan of the Smiths and Morrissey who has written a fair a bit about the critical and imaginative space opened up for postcolonial and transnational perspectives on Morrissey, I welcome Hidalgo’s desire in the latter part of the book to explore border-crossing Irish-Mexican/Latinx affinities in her future work. But I was also left yearning for more fan studies scholarship that addresses issues of disaffection, disidentification and the difficulty of negotiating one’s relationship with the object of one’s fandom. But this is a beautifully written celebration of Morrissey fandom rather than one that explores how hard it is to keep on loving that person(a).
Featured Image: in August 2017, Morrissey Fans changed the offramp sign of the 101 Freeway after Moz announced his Hollywood Bowl shows. Picture credit: michaelanthonytorres on Instagram.
Nabeel Zuberi is Associate Professor in Media and Communication at the University of Auckland. His publications include Sounds English: Transnational Popular Music (U of Illinois Press, 2001), Media Studies in Aotearoa/New Zealand 1 & 2 (Pearson, 2004 and 2010) and Black Popular Music in Britain since 1945 (Ashgate/Routledge, 2014).
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SO! Reads: Dolores Inés Casillas’s ¡Sounds of Belonging!–Monica De La Torre
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Playin’ Native and Other Iterations of Sonic Brownface in Hollywood Representations of Dolores Del Río
Mexican actress Dolores Del Río is admired for her ability to break ground; her dance skills allowed her to portray roles not offered to many women of color early in the 20th Century. One of her most popular roles was in the movie Ramona (1928), directed by Edwin Carewe. Her presence in the movie made me think about sonic representations of mestizaje and indigeneity through the characters portrayed by Del Río. According to Priscilla Ovalle, in Dance and the Hollywood Latina: Race, Sex and Stardom (2010), Dolores del Río was representative of Mexican nationhood while she was a rising star in Hollywood. Did her portrayals reinforce ways of hearing and viewing mestizos and First Nation people in the American imaginary? Is it sacrilegious to examine the Mexican starlet through sonic brownface? I explore these questions through two films, Ramona and Bird of Paradise (1932, directed by King Vidor), where Dolores del Río plays a mestiza and a Polynesian princess, respectively, to understand the deeper impact she had in Hollywood through expressions of sonic brownface.
Before I delve into analysis of these films and the importance of Ramona the novel and film adaptions, I wish to revisit the concept of sonic brownface I introduced here in SO! in 2013. Back then, I argued that the movie Nacho Libre and Jack Black’s characterization of “Nacho” is sonic brownface: an aural performativity of Mexicanness as imagined by non-Mexicans. Jennifer Stoever, in The Sonic Color Line (2017), postulates that how we listen to particular body(ies) are influenced by how we see them. The notion of sonic brownface facilitates a deeper examination of how ethnic and racialized bodies are not just seen but heard.
Through my class lectures this past year, I realized there is more happening in the case of Dolores del Río, in that sonic brownface can also be heard in the impersonation of ethnic roles she portrayed. In the case of Dolores del Río, though Mexicana, her whiteness helps Hollywood directors to continue portraying mestizos and native people in ways that they already hear them while asserting that her portrayal helps lend authenticity due to her nationality. In the two films I discuss here, Dolores del Río helps facilitate these sonic imaginings by non-Mexicans, in this case the directors and agent who encouraged her to take on such roles. Although a case can be made that she had no choice, I imagine that she was quite astute and savvy to promote her Spanish heritage, which she credits for her alabaster skin. This also opens up other discussions about colorism prevalent within Latin America.
First, let us focus on the appeal of Helen Hunt Jackson’s Ramona (1884), as it is here that the cohabitation of Scots, Spanish, Mestizos, and Native people are first introduced to the American public in the late 19th century. According to Evelyn I. Banning, in 1973’s Helen Hunt Jackson, the author wanted to write a novel that brought attention to the plight of Native Americans. The novel highlights the new frontier of California shortly after the Mexican American War. Though the novel was critically acclaimed, many folks were more intrigued with “… the charm of the southern California setting and the romance between a half-breed girl raised by an aristocratic Spanish family and an Indian forced off his tribal lands by white encroachers.” A year after Ramona was published, Jackson died and a variety of Ramona inspired projects that further romanticized Southern California history and its “Spanish” past surged. For example, currently in Hemet, California there is the longest running outdoor “Ramona” play performed since 1923. Hollywood was not far behind as it produced two silent-era films, starring Mary Pickford and Dolores del Río.
The charm of the novel Ramona is that it reinforces a familiar narrative of conquest with the possibility of all people co-existing together. As Philip Deloria reminds us in Playing Indian (1999), “The nineteenth-century quest for a self-identifying national literature … [spoke] the simultaneous languages of cultural fusion and violent appropriation” (5). The nation’s westward expansion and Jackson’s own life reflected the mobility and encounters settlers experienced in these territories. Though Helen Hunt Jackson had intended to bring more attention to the mistreatment of native people in the West, particularly the abuse of indigenous people by the California Missions, the fascination of the Spanish speaking people also predominated the American imaginary. To this day we still see in Southern California the preference of celebrating the regions Spanish past and subduing the native presence of the Chumash and Tongva. Underlying Jackson’s novel and other works like Maria Amparo Ruiz De Burton The Squatter and the Don (1885) is their critique of the U.S. and their involvement with the Mexican American War. An outcome of that war is that people of Mexican descent were classified as white due to the signing of Treaty of Guadalupe Hidalgo and were treated as a class apart. (See Michael Olivas’ anthology, Colored Men and Hombres Aqui from 2006 and Ignacio M. García, White but not Equal from 2008). These novels and films reflect the larger dominant narrative of whiteness and its relationship to nation building. Through Pickford’s and del Río’s portrayals of Ramona they reinforce the whiteness of mestizaje.
In 1910, Mary Pickford starred in D.W. Griffith’s short film adaptation of Ramona as the titular orphan of Spanish heritage. Henry B. Walthall played Alessandro, the Native American, in brownface to mimic physical attributes of the native Chumash of Southern California. Griffith also wanted to add authenticity by filming in Camulas, Ventura County, the land of the Chumash and where Jackson based her novel. The short is a sixteen-minute film that takes viewers through the encounter between Alessandro and Ramona and their forbidden love, as she was to be wedded to Felipe, a Californio. There is a moment in the movie when Ramona is told she has “Indian blood”. Exalted, Mary Pickford says “I’m so happy” (6:44-6:58). Their short union celebrates love of self and indigeneity that reiterates Jackson’s compassionate plea of the plight of native people. In the end, Alessandro dies fighting for his homeland, and Ramona ends up with Felipe. Alessandro, Ramona, and Felipe represent the archetypes in the Westward expansion. None had truly the power but if mestizaje is to survive best it serve whiteness.
Edwin Carewe’s rendition of Ramona in 1928 was United Artists’ first film release with synchronized sound and score. Similar to the Jazz Singer in 1927, are pivotal in our understanding of sonic brownface. Through the use of synchronized scored music, Hollywood’s foray into sound allowed itself creative license to people of color and sonically match it to their imaginary of whiteness. As I mentioned in my 2013 post, the era of silent cinema allowed Mexicans in particular, to be “desirable and allowed audiences to fantasize about the man or woman on the screen because they could not hear them speak.” Ramona was also the first feature film for a 23-year-old Dolores del Río, whose beauty captivated audiences. There was much as stake for her and Carewe. Curiously, both are mestizos, and yet the Press Releases do not make mention of this, inadvertently reinforcing the whiteness of mestizaje: Del Río was lauded for her Spanish heritage (not for being Mexican), and Carewe’s Chickasaw ancestry was not highlighted. Nevertheless, the film was critically acclaimed with favorable reviews such as Mordaunt Hall’s piece in the New York Times published May 15, 1928. He writes, “This current offering is an extraordinarily beautiful production, intelligently directed and, with the exception of a few instances, splendidly acted.” The film had been lost and was found in Prague in 2005. The Library of Congress has restored it and is now celebrated as a historic film, which is celebrating its 90th anniversary on May 20th.
In Ramona, Dolores del Río shows her versatility as an actor, which garners her critical acclaim as the first Mexicana to play a starring role in Hollywood. Though Ramona is not considered a talkie, the synchronized sound comes through in the music. Carewe commissioned a song written by L. Wolfe Gillbert with music by Mabel Wayne, that was also produced as an album. The song itself was recorded as an instrumental ballad by two other musicians, topping the charts in 1928.
In the movie, Ramona sings to Allessandro. As you will read in the lyrics, it is odd that it is not her co-star Warner Baxter who sings, as the song calls out to Ramona. Del Río sounds angelic as the music creates high falsettos. The lyrics emphasize English vernacular with the use of “o’er” and “yonder” in the opening verse. There are moments in the song where it is audible that Del Río is not yet fluent speaking, let alone singing in English. This is due to the high notes, particularly in the third verse, which is repeated again after the instrumental interlude.
I dread the dawn
When I awake to find you gone
Ramona, I need you, my own
Each time she sings “Ramona” and other areas of the song where there is an “r”, she adds emphasis with a rolling “r,” as would be the case when speaking Spanish. Through the song it reinforces aspects of sonic brownface with the inaudible English words, and emphasis on the rolling “rrrr.” In some ways, the song attempts to highlight the mestiza aspects of the character. The new language of English spoken now in the region that was once a Spanish territory lends authenticity through Dolores del Río’s portrayal. Though Ramona is to be Scottish and Native, she was raised by a Spanish family named Moreno, which translates to brown or darker skin. Yes, you see the irony too.
Following Del Río’s career, she plays characters from different parts of the world, usually native or Latin American. As Dolores del Río gained more popularity in Hollywood she co-starred in several movies such as Bird of Paradise (1932), directed by King Vidor, in which she plays a Polynesian Princess. Bird of Paradise focuses on the love affair between the sailor, played by Joel McCrea, and herself. The movie was controversial as it was the first time we see a kiss between a white male protagonist with a non-Anglo female, and some more skin, which caught the eye of The Motion Picture Code commission. Though I believe the writers attempted to write in Samoan, or some other language of the Polynesian islands, I find that her speech may be another articulation of sonic brownface. Beginning with the “talkies,” Hollywood continued to reiterate stereotypical representations though inaccurate music or spoken languages.
In the first encounter between the protagonists, Johnny and Luana, she greets him as if inviting him to dance. He understands her. He is so taken by her beauty that he “rescues” her to live a life together on a remote island. Though they do not speak the same language at first it does not matter because their love is enough. This begins with the first kiss. When she points to her lips emphasizing kisses, which he gives her more of. The movie follows their journey to create a life together but cannot be fully realized as she knows the sacrifice she must pay to Pele.
I do not negate the ground breaking work that Dolores del Río accomplished while in Hollywood. It led her to be an even greater star when she returned to Mexico. However, even her star role as Maria Candelaria bares some examination through sonic brownface. It is vital to examine how the media reinforces the imaginary of native people as not well spoken or inarticulate, and call out the whiteness of mestizaje as it inadvertently eliminates the presence of indigeneity and leaves us listening to sonic brownface.
reina alejandra prado saldivar is an art historian, curator, and adjunct lecturer in the Women, Gender and Sexuality Studies Program and Liberal Studies Department at CSULA and in the Critical Studies Program at CALArts. As a cultural activist, she focused her earlier research on Chicano cultural production and the visual arts. Prado is also a poet and performance artist known for her interactive durational work Take a Piece of my Heart as the character Santa Perversa (www.santaperversa.com) and is currently working on her first solo performance entitled Whipped!
Featured image: Screenshot from “Ramona (1928) – Brunswick Hour Orchestra”
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A sound art multimedia piece by Anthony William Rasmussen
Funded by the UC MEXUS Dissertation Research Grant
Map graphics by Julie K. Wesp
Additional Footage by Oswaldo Mejía
The megalopolis of Mexico City is experienced by many who live there as a network of “known” places, laden with both personal memory and collective meaning. Sounds provide inhabitants with a powerful means of navigation: the unique calls of street vendors, song fragments, speech, and protest chants echolocate the listener within a vast spatiotemporal grid. The title of this piece (“the snail/the shell”) refers to the prolific spiral motif in Mesoamerican cosmology and alludes to a nonlinear vision of time and space.
The piece consists of four journeys, each beginning at the outskirts of the city and ending in or near the Zócalo—Mexico City’s central plaza and the symbolic heart of the nation. The video element consists of footage captured while walking through various sites in Mexico City and represents the phenomenological present. The audio element provides a counterpoint to the visual: sounds meander and drift from the visual field; occasional ruptures of historical sound expose layers of this audible palimpsest.
Sounding Out! is thrilled to host a virtual installation of “El Caracol” right here, right now:
Featured Image: Screen Capture from El Caracol
Anthony W. Rasmussen is a musician, educator, and postdoctoral fellow at Universidad Nacional Autónoma de México. Currently, he is investigating the transformation of whistles from a rural system of long-distance communication to an aesthetic/symbolic practice in Mexico City. In 2017, he completed a PhD in ethnomusicology from UC Riverside with a dissertation on sound culture and urban conflict, “Resistance Resounds: Hearing Power in Mexico City.” His work can be found in Ethnomusicology Forum. Anthony also holds an MFA from UC Irvine where he studied Persian classical music, music composition, and interactive arts technology. He has composed for film, a range of traditional and experimental ensembles, and is singer/songwriter for the pop group, The Fantastic Toes.
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Standing Up, For Jose–Installation Piece by Mandie O’Connell
In the summer of 2016, optimistic about a full-time teaching position at a minority-serving institution, yet unsure about what the U.S. election would mean for immigrants’ rights, I played the Hamilton soundtrack daily. Lin Manuel Miranda wrote the Pulitzer-prize winning musical inspired by Ron Chernow’s biography on the United States’ founding father because, he believed, Alexander Hamilton’s life embodied hip hop. My repeated listenings urged me to assign the musical as homework in my courses.
Colleagues with whom I engage on Twitter provided resources with which to begin. A public historian, Lyra Monteiro, wrote an important review for Public History,“Race-Conscious Casting and the Erasure of the Black Past in Lin-Manuel Miranda’s Hamilton,” which provide one key angle of critique. Latinx Theater scholar and SO! writer Trevor Boffone created an online syllabus, #Syllabus4Ham, that provided important critiques of the musical, news coverage of its growing popularity, and initial scholarly analyses of the cultural historical significance of the musical’s popularity. Pedagogically, Miranda’s archival research in addition to his belief that Hamilton’s life embodied hip hop sparked an interest to bring the production to my gender and interdisciplinary studies classrooms. While colleagues works’ inspired ways to discuss the musical in class, post-election coverage and the release of the Hamilton Mixtape provided more material to discuss. Teaching children of hip hop whose lives embody the struggle that Miranda made the central force behind his re-writing of Hamilton’s contribution to United States’ history, I wanted to develop lessons drawing on those relations.
By the spring 2017, I had done preliminary reading on the syllabus Boffone provided and replaced the musical with the Mixtape as my car ride soundtrack. When organizing my syllabus, I assigned tracks from the mixtape against the musical’s soundtrack with the intent of assigning students excerpts in both both my introductory Gender Studies course and Interdisciplinary Research Methods courses, but with a unique twist for each class. Gender Studies engaged with the content contextualized by discussions of immigration and citizenship. I assigned my Research Methods course Monteiro’s critique of race-consciousness of the musical against the mixtape and the musical. While students were in solidarity with Montiero’s argument, I invited them to consider Miranda’s original intent, the mixtape, which may have informed the themes Miranda prioritized.
Few of them had heard of the musical before my class and less had heard of the mixtape. Their limited exposure necessitated historicizing both Miranda’s career and the evolution Hamilton’s, which begins with 2009 Miranda’s White House performance. Miranda, invited by President Obama to perform a song from his previous hit In the Heights, instead decided to introduce his new project, a mixtape based on Alexander Hamilton.
Through discussion, I proposed that the students consider that the production, in 2009 envisioned as an album, served as a strategic catalyst to bring attention to his forthcoming mixtape. That attention evolved into encouraging Miranda to produce the musical; it would take a few more years till the intended mixtape was produced. Even though produced later, I speculated that the mixtape thematically benefited from the popularity of the musical because the musical’s focus on Alexander Hamilton rewrites the context of the mixtape.
Teaching Hamilton the musical and the mixtape felt politically necessary at a minority serving institution in this historical moment of anti-immigrant, and anti-black sentiment. Having, in the past, worked with other youth to mobilize youth empowerment through hip hop, Hamilton provided an avenue in which I could discuss its political potential because of its popularity not only in spite of it. In breaking down Miranda’s cultural and political significance, I summarized the evolution of awards he and the musical’s cast had won as well as the preliminary cast’s reflections on participating in Hamilton, along with what it means to have the success of the musical produce a wider audience for the mixtape.
After more than a semester working with students who grow frustrated with the traditional research paper and because of my own work producing research-based fiction and poetry, teaching the musical and mixtape provided an important example of research-based art. Because some students approach interdisciplinary research methods not understanding the possibilities of the relationship between art and research and some students are unsure of how to connect learning outcomes to their aspiring performance careers, I find teaching Miranda’s work remains necessary. Further, Miranda provides an avenue through which I could relate to students because of our shared interest in music as well as our conflicted relationship with consuming hip hop.
Teaching a student population that is 25% Latinx and who are either directly or indirectly affected by immigration policies, my students related, often quite deeply and intimately, to the message of the song. I watched their faces as they listened, particularly to “Immigrants (We Get the Job Done),” and their kinesthetic responses showcased what many of us ache for our students to experience: wonder, appreciation, and the illumination of insight.
I then guided them to hone in specifically on Puerto Rican rapper Residente rapping about the Mexican immigrant struggle in Spanish, emphasizing how he sonically and rhetorically urges a Latin pan-ethnicity while using his U.S. citizenship privilege to historicize border crossing Mexicans. Residente’s lyrics create an opportunity to discuss Puerto Ricans’ cultural reality of being perceived as immigrants while being legally defined as citizens, all the while calling back to the lyrical connection to the “Battle of Yorktown” from the musical.
I highlighted Miranda’s rhetorical strategy in building a song around one line that contexts changes across either song. The “Battle of Yorktown” centers on the contributions of immigrants to gaining freedom. During the lecture, I drew connections between the lyric that would become a song and the lyric subtly referencing the lack of freedoms for black people who were enslaved in the U.S. I asked about the parallels before explaining them, using the intentionality behind creating and compelling a racially diverse cast to script a narrative about who could and who had built the United States. What does it mean to hear these voices emanating from this cast, telling this story?
Pedagogically, teaching music in either course served the intent of reimagining the purpose and potential of sound, whether from a musical or a mixtape, as a site of critical thinking. Popular musicians’ cultural authority slowly decenters the white fragility I have come to expect from difficult conversations such as the ones Hamilton and The Hamilton Mixtape allow me to have. Furthermore, the call-and-response between the mixtape and the musical work address the silence of the unrecognized, exploited, and/or enslaved labor that continues to build this country. For my students, hearing musicians they like or who perform in their favorite genre, speaking truth to power about poverty, struggle, and not being thought of as good enough shifted not only our classroom energy, but many students’ perspectives.
Teaching the Hamiltons helped my student population make sense of their “invisible” status in the U.S. and want more than what’s expected. They gained something in being able to hear their stories in the classroom—not just read them on the page—but hear them from people who look and sound like them. Hungry for more material that speaks to their disenfranchisement, my students wondered why more songs that sound the complex beauty of our resilience and struggle are not on the radio. They wanted to know how they can ask for more.
Featured Image: Screen capture from “Immigrants (We Get the Job Done)” remix video
Erika Gisela Abad, Ph.D, is a Queer Latina poet, born and raised in Chicago. She received her PhD in American Studies in 2012. Since completing her degree, she has worked as: a customer service associate and a scheduler at a phone interpreter call center, head counselor for a caddy program affiliated with a high school scholarship fund, field director for an education policy campaign, an oral historian and ethnographer. Since August 2016, she has been a full time assistant professor teaching gender studies. Twitter: @lionwanderer531; @prof_eabad
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“Don’t Be Self-Conchas”: Listening to Mexican Styled Phonetics in Popular Culture*–Sara V. Hinojos and Dolores Inés Casillas