Volume 29 • Number 1 • Autumn 2019 quepasa.osu.edu

Making Space for Latinx Scholarship and Community Quiénes Somos Esquina del Editor Rolando Rubalcava, Editor Luiza Corrêa, Art Director Voices of OSU Yolanda Zepeda, Managing Director Rolando Rubalcava, Editor

Contributors On September 5th, 2017, former Attorney General Jeff Sessions announced that the Trump Administration Ana Gisela Diaz will rescind the Deferred Action for Childhood Arrivals (DACA) program. The announcement Angela M. Provenzano instantly put the citizenship status and academic Carlos Berrios standing of thousands of non-native born Caroline Shipley students into question. Campuses all over Elena Foulis the country voiced their opinions through protests, petitions, and organizing efforts to Hannah Grace Morrison show support for DACA students. Ohio State Henrique Takahashi University demonstrated its support via poster Jacqueline Sampaio boards composed of Post-it notes and flashcards with personalized messages from the OSU student body Leila Vieira displayed in the South Oval, now archived in the University Lidia Garcia Special Collections. There were words of love, hope, and solidarity, shared by Liz Morales students all over campus in various languages. Currently, DACA students can Natalie N. Dalea still apply for renewal due to several court challenges, and on Nov. 12th, DACA heads to the Supreme Court for arguments. The status of DACA is still uncertain, Peyton Del Toro but support for it is overwhelming. This is an ongoing concern as more and more Rolando Rubalcava supporters of DACA make their voices heard. As advocates for students whose Sara Riva academic future is now in limbo, we must raise our voices to show support, and lift the voices that need to be heard. Yesenia Alvarez Padilla Our cover image is a photo of one of the mentioned poster boards, as it reflects the linguistic eclecticism and collective spirit the OSU student body and our Fall issue embraces. As we come to the 25-year Anniversary of QuePasa magazine, we wanted to curate a selection of writings that embodies the range of The Office of Diversity and Inclusion Latinx presence on campus. Included in this issue are writings that are bilingual, publishes ¿Qué Pasa, Ohio State? each translated, and resistant to the politics of translation, as a message to our readers that says, “These are our voices”. This year’s selection includes an essay by Sara autumn and spring semester. ¿Qué Riva, who experienced the support and resistance for her arguments on border Pasa, Ohio State? is proud to celebrate abolition at an academic conference in Queensland. Hannah Grace Morrison’s the achievements of Latinx in a variety poem Tripping in Translation taps into the double-edged benefits of adopting a of disciplines: art, politics, science, new language. Elena Foulis writes about the progressive efforts of Latinx scholars technology, literature, and more. Although in her field, including her own. Also in this issue is a profile on SCOPE, a student advocacy organization dedicated to making OSU a safe space for undocumented not every discipline will be featured in students. At the center of this issue is a spread of past QuePasa editors, reflecting each issue, each thematically organized on their past contributions and updates on where they are now. This issue serves issue will highlight the diversity of fields as commencement for the voices that made QuePasa what it is, and where it is in which Latinx excel. going.

The Ohio State University is not Making space for Latinx voices is rooted historically in overcoming marginalization, where the make ranges from student organizations working responsible for the content and views of together, to activism that involves campus wide efforts. QuePasa is more than this publication. The publication does not a magazine, but a space where the hopes, anxieties, and wishes of the Latinx necessarily reflect the views and opinions community can be heard at OSU. As readers pick up the issue, circulating across of the staff. campus and beyond, we wish to inspire those who are willing to share their stories, in a space that welcomes new voices. From those who seek a space for Note: We use the term “Latinx” to their story, to the over 1300 student organizations on campus, we look forward to becoming a literary hub for the Latinx community and OSU Student Body, represent all Latino identities. Photos for promoting a kind of inclusion on a campus-wide scale. I am proud to present this each piece are provided by the author or series of writings, and I look forward to lifting the voices that wish to be heard. interviewee unless otherwise noted. With Hope, Love, and a Penchant for Good Stories, On the Cover: “DACA Wall” Initiated by Love Notes for DREAMERS Project. Currently archived in University Library Special Collections, Rolando Rubalcava and on display in the Thompson Library Editor for QuePasa Magazine - Fall ‘19 Gallery Room 125 Contenido

4 Tripping in Translation 16.18 Commencement: A Profile on Hannah Grace Morrison Past QuePasa Editors Carlos Berrios 5 Edit-a-Thon Leila Vieira 19 Introducing SCOPE to Ohio State University Todavia Me Acuerdo 6 Lidia Garcia and Liz Morales Angela M. Provenzano

Performing Our Stories 8 Resignificando a própria 20.21 Cultura: Carimbó, um ritmo Elena Foulis musical amazônida? Yuyanakunawan sunqunchikwan Jacqueline Sampaio 22 k’askarikunkupuni Caroline Shipley 9 Resignifying Culture Itself: Carimbó, an Amazonian This is Not a Translation of the musical rhythm? 23 Accompanying Text in Quechua Jacqueline Sampaio Caroline Shipley 10 Speaking Puerto Rican Ana Gisela Diaz 24.25 Dr. Jill Galvan, An Advocate for Diversity in Humanities 12 Vai Pra Cuba! Natalie N. Dalea Henrique Takahashi 26 TheThe RelevanceRelevance ofof LatinxLatinx Studies 13 Go To Cuba! SaraSara RivaRiva Henrique Takahashi

14 Reflections on the Collective 27.28 SPF 0 Impact of Latinx Scholars Peyton Del Toro Yesenia Alvarez Padilla 15 A Walk Through the Gallery 29.31 Autumn '18 and Spring '19 Rolando Rubalcava Graduates Return to Contenido Page Tripping in Translation Hanna Grace Morrison

Orilla, sombra, sombrilla are words that I can’t ever seem to remember en mi lengua materna. Those along with el olor de los besitos de labios viejos y oscuros y el polvo amarillo en Sevilla.

Se me escapa the translation of la sobremesa después de comer en la pizzería de siempre, y el tick-tock del martillo de los pasos paseando por el parque con el calor primaveral andaluz.

Walking into a restaurant, siempre me sale un “buen provecho” that I can’t really explain

pero me recuerda a las baleadas, tajadas, y frijoles con queso fresco. I’ve never been confident in my translation of “pura vida” porque no existen otras dos palabras que encajen la paz de Costa Rica, but if you ask me for some, I’ll do my best.

I’m trying to rain down a waterfall with just a few droplets of memories that never actually got put into palabras independientes de la nube Hannah Grace Morrison is a poet from Ohio. She writes in English, española de tobacco Spanglish, and Spanish. She works with themes of belongingness, o el perfume de la montaña lluviosa de identity and language borders. She loves slam poetry and Celaque. performance poetry. 4 quepasa.osu.edu Spring ’19 5 Return to Contenido Page

attendees had the control and Gonzalez, Matilde Montoya, Eileen Latinx access of information in their Coparropa, Azucena Maizani, hands. It was up to them to judge and Marcela Serrano. In total, which facts and information were participants contributed 183 edits Edit-a-Thon relevant, important, and worthy of across 70 articles as well as 4 Leila Vieira being shared widely. original articles.

Those who attended improved We are especially grateful to the information on existing pages about students of the SPANISH 4557.20 On April 19th 2019, nearly Argentine Americans, Chilean (Introduction to Other Latino 40 participants, including Americans, Dominican Americans, Literature in the U.S.), graduate undergraduate students, graduate Peruvian Americans, Colombian student Stacey Alex, Latin American students, faculty, staff, and alumni, Americans, Guatemalan Americans, Studies Librarian Pamela Espinosa came together at the Research and Nicaraguan Americans by de los Monteros, alumni and OSU Commons in the 18th Ave. Library adding information about the Wikipedia Connection founder to edit Wikipedia pages pertaining history and characteristics of these Kevin Payravi. We are also thankful to the field of Latinx Studies. groups. In the page on Dominican for the help from Director for the Americans, information was added Center for Languages, Literatures, Sponsored by the Office of Diversity about the migration of Dominicans and Cultures Dr. Glen Martinez and and Inclusion, the Department to the United States during the Assistant Vice Provost for the Office of Spanish and Portuguese, and 20th century and the Trujillo of Diversity and Inclusion Yolanda University Libraries, the Latinx dictatorship. Some attendees Zepeda for their contribution to this Studies Edit-a-Thon enabled focused on the Wikipedia pages event. students to create knowledge and of literary writers, such as Maya foster their digital citizenship. For Chinchilla, Rhina Espaillat, Hector Leila Vieira is a PhD student in Latin graduate students Leila Vieira Tobar, and Elizabeth Acevedo, American Literatures & Cultures and Cesar Lopes Gemelli, the as well as on the creation of new in the Department of Spanish and organizers of this event, the Latinx pages for authors including Sergio Portuguese. Her research focuses on Studies Edit-a-thon served three Waisman (Argentine), Ani Palacios goals: 1) increasing visibility of (Peruvian), and Maurice Kilwein Southern Cone Latinx placemaking minority populations on the internet, Guevara (Colombian). Some in the United States. Originally from 2) publicizing what students learn students chose to translate pages Brazil, she analyzes how migrants in class to global audiences, and from the Spanish Wikipedia article from her own country and neighboring 3) empowering students to create in order to improve the English Argentina find and create places of knowledge and take charge of Wikipedia pages of important Latin belonging in the US. their learning. At the Edit-a-thon, American women, such as Beatriz

4 quepasa.osu.edu Spring ’19 5 Return to Contenido

Todavía me acuerdo ... Angela M. Provenzano

I still remember the sound of the hora de “correr intensivamente” en la porque extrañaba a mi novio y estaba roosters in the morning. Siempre me misma ruta todos los días, parábamos pensando en cambiar escuelas levantaba antes del sol. Todavía me en la casa de la abuela para beber cuando volviera a los Estados Unidos. acuerdo cuando me ponía los zapatos jugo de piña y espinaca. Y a veces, Los consejos de mi mamá siempre a las cinco menos cuarto para “correr” comparamos pan dulce de la calle para eran los mismos: “Tu mente está allá y con mi “papá nica.” Corríamos por un recuperarnos. Después, yo me dormía no está aquí” … “Angela, si él te ama, ratito, pero siempre alguien iniciaba por dos horas mientras que toda la va a esperarte” … y mi favorito “todo una conversación como una excusa familia se preparaba para el día. La o nada.” Y cuando yo traté de comer para caminar. Cuando caminábamos, gringa perezosa ¡Qué típico! These la mitad de la tortilla con mi desayuno, hablábamos de casi todo el universo— days I don’t run, I only sleep until I have ella me dijo lo mismo… “todo o nada.” del gobierno, de la familia, de la to go to class. Era su lema de vida. These days, comida, de la historia, de cualquier Todavía me acuerdo de las hours of conversation no longer exist. cosa. Quizás, sólo entendí la mitad de conversaciones de la mañana con My morning interactions consist of la conversación con mi español roto. mi mamá nica. Podíamos hablar por ten minutes with Instagram and five Pero, siempre asentía la cabeza y horas sobre mis dificultades y nuestras minutes with half a slice of bread and decía “sí” acordando. Después de una experiencias. Estaba ansiosa a veces eggs.

6 quepasa.osu.edu Spring ’19 7 Return to Contenido Todavía me acuerdo las noches is not much room for errors because the gringa with privilege. I couldn’t locas con mi hermana en el bar local I need to get into graduate school to because the streets were full of llamado “Caramanchel.” Now it no enter a successful profession. protests and rifles. I couldn’t because longer exists. Todavía me acuerdo el the university I attended closed due to sabor amargo de una botella de Toña government interference. Education Todavía, me acuerdo las estrellas (la cerveza local) y una más botella was seen as a threat to power. I brillantes. Veía las estrellas por la de Toña y una más hasta que la Toña couldn’t because Caramanchel and terraza cada noche para reflexionar. se quedó sin sabor. Bailábamos toda many restaraunts closed. It was Mis pensamientos saltaron entre la noche bailes formales como la death wish to leave at night. I couldn’t estrella a estrella, hasta que se bachata y el tango. No podía bailar because the security of the gringa formaron una constelación de mi muy bien, pero la toña ayudaba mi perezosa is “what’s most important.” mente. En la terraza, discernía confianza. Bailábamos hasta casi las And all of these horrific things still entre las preguntas grandes y las cinco de la mañana y regresábamos exist. pequeñas. Aquí, di cuenta que a la casa con el regreso del sol en la no estaba muy feliz con mi vida cama del camión. Yo me sentía libre y en mi país y necesitaba hacer un These “scandalous” happenings viva con el viento en mi pelo, Toña en cambio para ser más similar a mi disappeared from the news mi estómago, y risas con todo. Una personalidad aquí. Conversé con headlines, but didn’t disappears from vez, mi hermana enteró su dormitorio dios sobre todo sin un filtro de the daily lives of nicaraguans. The según una noche larga, cuando salí formalidad. Las estrellas siempre part of my heart that never left my de mi dormitorio para un día de viajes ponían mi vida en perspectiva. Las casa nica, somehow felt a very tiny a las cinco de la mañana. Nos reímos estrellas revelaron las decisiones part of my family’s pain. I didn’t want en la diferencia de horarios. But now, que cambiarían el curso de mi vida. to be the gringa that left and forgot. in the United States, I only drink And now, I only glare at a white There are enough gringos that leave expensive drinks with my boyfriend cieling before falling asleep. and forget. at my friend’s house and return to my house by midnight. We don’t dance, but only drink for the reason When I returned to the United States, Because I couldn’t return, I am trying of consuming alcohol because there a part of my heart still remained in to honor Nicaragua here in the United is nothing else to do. the house of my Nicaraguan family. States. I sometimes wake up before After 5 months without the sound class to attend a yoga class with my of roosters, without morning runs, Friends. I call my mom at home more Todavía me acuerdo mis palabras without long conversations, without frequently to talk with her and listen incorrectas. Cuando yo dije una Toñas and dancing, without incorrect to her advice. I still use cognates palabra o frase incorrecta, mi familia words, and without gazing at the incorrectly when I send messages decía la palabra incorrecta por el stars, I purchased a plane ticket to to my familia nica using WhatsApp. resto del tiempo que estaba allí. Una visit. I was very excited to return to And sometimes, I look at the stars broma sin fin. Los plátanos maduros my second home and find the missing and think “una vida tan bonita.” Y me eran “maderas,” el suave para lavar piece my heart was so longing for. recuerdo que nunca debería ser la ropa era “suavecito,” y los masajes The trip would only last a week, but it gringa que se fue y se olvidara. que le daba a mi familia eran would feel like I had never left. “mensajes.” También, “robamos” en la iglesia y decíamos “buenas nachos” antes de dormir. No pude olvidar mis But I couldn’t return. Everything had errores, pero aprendí nunca aceptar changed in Nicaragua. It was not like la vida con tan seriedad. Humor es I remembered it. necesario para sobrevivir los tiempos I couldn’t return because there were difíciles. Una broma sin fin, lo cual violent marches, gas bombs, acts of fue el estilo de vida en Nicaragua. oppression and hundreds of people I'm from Connecticut and studied abroad in Nicaragua for 4 months my sophomore year dead by the government. I couldn’t Now, my life is pretty serious—I work of undergrad. I've always had a passion for at my job, I work in school, and there because the gringa perezosa is expressing myself through writing, as an expressive, concrete means to bridge to the abstractness of humanity. 6 quepasa.osu.edu Spring ’19 7 Return to Contenido Resignificando escravos no nordeste paraense, mais especificamente na ilha a própria Cultura: do Marajó, lugar que muitas vezes frequentei. Cultuada Carimbó, um ritmo principalmente pelos povos ribeirinhos, no rodar de saias musical amazônida? e cortejo dos pescadores para as belas damas, foi ganhando Jaqueline Sampaio corpo na minha cabeça a ideia de que o Carimbó, por ser a meio as discussões cada vez mais intensas junção de dois povos diferentes EM sobre a identidade de um povo que embalam que compartilharam a mesma departamentos como os que faço parte, eu, aluna do sina da escravidão, se equipara quarto ano no programa de Ph.D. da Ohio State University, a história de tantos outros comecei a questionar os símbolos que marcam a minha ritmos musicais latinos que identidade como filha das terras amazônicas no norte do Brasil. Esse fenômeno teve início há 3 anos quando me mudei para os Estados Unidos por conta dos estudos. Em um simples formulário onde os novos estudantes necessitavam colocar-se em categorias raciais dos mais diferentes tipos, me passou um espaço em que deveria usar informações de caráter identitário para responder. Sendo eu educada a me apresentar como brasileira, sequer soube nos primeiros tempos como colocar a mim mesma em uma classificação racial que não fosse essa. A única possível entre afro-americanos, indígenas ou asiáticos só poderia ser “latino(a)” ou “outros”. Marquei “outros” por um certo tempo enquanto compreendia mais sobre o que era ser latino pelos estudos que desenvolvi e ao conhecer a palavra em todos os seus significados. Tudo o que me cercou na infância foi resignificado uma vez que pude notar os traços que denunciavam uma cultura miscigenada que antes não pareciam visíveis aos olhos destreinados. combinaram elementos culturais das minorias e construíram assim algo próprio que mantinha os viventes do “Novo Mundo” O Carimbó, gênero musical popular no estado do e seus descendentes unidos. Pode-se, então, conectar esse Pará, Brasil, é uma das danças que fazem parte da ritmo de dança com outras práticas culturais sincréticas de minha infância e, portanto, um importante símbolo de países na América do Sul e Central que conheci ao longo de identidade. Por vezes, em festas escolares quando mais meu contato com ritmos musicais da América do Norte e Sul nova e agora em bares que frequento com meus amigos, como a Rumba cubana de Porto Rico ou o Vals peruano da fui e ainda sou embalada pelo seu ritmo alucinante que América Andina. mistura o som de tambores e guitarrada. Seja vestida com o traje típico, girando ao redor do meu próprio eixo Durante uma curta visita ao Brasil em meados de julho, enquanto era “cortejada” pelo meu par, ou com roupas me deparei com a apresentação do grupo de Carimbó Moara, normais, o carimbó para mim era um símbolo regional que belamente registrado pelos olhos do fotógrafo paraense Thiago não conseguia associar com nada que fosse fora do Pará. Batista, e ao ouvir mais tarde os sons da banda, identificando Pela primeira vez tive vontade de conhecer mais a fundo com eles tra-ços de culturas ancestrais africanas e indígenas e, quem sabe, se poderia ver naquela pequena porção para dar origem a algo novo, pude enfim conectados a ideia de indícios de latinidade, embora pela etimologia da palavra latinidade. Esse novo olhar foi o princípio de algo novo operando- o ser latino já faz parte de mim pelo fato de ser falante do se dentro de mim em busca da minha própria identidade a partir português, língua de origem latina. da forma como os estadunidenses me classificaram desde a minha primeira vinda a esse país e compreender de forma mais A história do Carimbó ainda é uma incógnita para extensa o que seria latinidade. Não apenas a noção linguística muitos daqueles que cresceram ouvindo as músicas, e me que nos conecta, como a ideia de comunidade representada incluo nesse processo, compostas por exemplo pelo cantor em uma cultura que uniu e une os povos de diferentes raças, Augusto Rodrigues, o Mestre Verequete, um dos mais responsáveis pela construção de uma identidade hibrida nas importantes musicistas do gênero e um dos poucos que nações latino-americanas. conheci ao ouvi-lo em rádios locais. Ao tentar me aprofundar nesse ritmo musical, verifiquei informações disponíveis em livros e websites, descobrindo que fora criado no século XVII pelos índios tupinambás e influenciado por ex-

8 quepasa.osu.edu Spring ’19 9 Resignifying Culture itself: Return to Contenido Carimbó, an Amazonian musical rhythm? Jaqueline Sampaio

at school parties when I was a child and now in bars that I go with my friends, I have been and still are rocked by this mind-blowing rhythm that blends the sound of drums and guitar. Whether dressed in the typical costume, spinning around my own body while being "courted" by my partner, or in normal clothes, Carimbó for me was a regional symbol that I could not associate with anything outside of Pará. I once wanted to know more deeply and, who knows, you could see in that small portion indications of Latinity, although by the etymology of the word being Latin is already part of me because I speak Portuguese, a language of Latin origin. The history of Carimbó is still unknown to many of those who grew up listening to the songs, and I include myself in this process, composed for example by the singer Augusto Rodrigues, Mestre Verequete, one of the most important musicians of the genre and one of the few I have heard on local radios. As I tried to dig deeper into this musical rhythm, I found information available in books and websites, knowing that it was created in the seventeenth century by the Tupinambás Indians and influenced by former slaves in northeastern Pará, more specifically on the Marajó island, a place that I often went to. Cultivated mainly by the riverside peoples, in the skirts and the the middle of intense discussions about the identity procession of fishermen to the beautiful ladies, the idea IN of people that involving departments like the ones I that Carimbó, being the junction of two different cultures belong to, me, a fourth-year graduate student at Ohio State who shared the same fate of slavery came into my head University, began to question the symbols that mark my with the story of so many other Latin musical rhythms identity as a daughter of the Amazonian lands in northern that combined minority cultural elements and thus built Brazil. This phenomenon began 3 years ago when I moved something of their own that held the “New World” living to the United States because of my studies. together and their descendants together. You can then connect this dance rhythm with other syncretic cultural In a simple form where new students needed to fit into practices of countries in South and Central America that I racial categories of the most different kinds, I was given a have known throughout my contact with North and South space where I should use identity information to respond. American musical rhythms such as the Cuban Rumba of Being educated to introduce myself as a Brazilian, I did not Puerto Rico or the Peruvian Vals from Andean America. even know at the beginning how to classify myself into a racial classification besides that. The possible option among During a short visit to Brazil in mid-July, I came across African Americans, Indians or Asians could be “Latin” or the presentation of the group of Carimbó Moara, beautifully “Other”. I marked “others” for a while during the time that I recorded by the eyes of Pará photographer Thiago Batista, was understanding more about being Latina by the studies and later listening to the sounds of the band, identifying with I developed and knowing the word in all its meanings. them traces of African ancestral cultures. and indigenous Everything that surrounded me in childhood was resignified that gave rise to something new, I could finally connect the as I noticed the features which showed a mixed culture that musical rhythm to the idea of latinity. This new look was the previously did not seem visible to untrained eyes. beginning of something new working within me in search of my own identity from the way Americans have classified Carimbó, a popular music genre in the state of Pará, me since my first visit to this country and to understand Brazil, is one of the dances that was part of my childhood fully what Latinness would be. Not only the linguistic notion and, therefore, an important symbol of identity. Sometimes that connects us, but the idea of community represented in a culture that united and unites the peoples of different races, responsible for the construction of a hybrid identity Jaqueline Sampaio is a fourth year Graduate student at Ohio State University. Her field is 21th Century Brazilian literature and in Latin American nations. her research is focused in Luso-Brazilian black women writers. she teaches Spanish and Portuguese, both face-to-face and 8 quepasa.osu.edu online courses. Spring ’19 9 Return to Contenido

SPEAKING PUERTO RICAN Ana Gisela Diaz

10 quepasa.osu.edu Spring ’19 11 Return to he Iberian accented Spanish before his death was an awkward I got to my father’s empty Contenido coming from the parking affair. He looked confused. He was house and met my nephew. He Tlot at the Luis Muñoz Marin quiet while my brother kept the cried softly while explaining in that International Airport struck me conversation going. In truth, my mixture of Spanish and English first. The automated voice that father had stopped looking to the what happened. The neighbors welcomed me to San Juan, Puerto future many years ago. came to give their condolences “Ay Rico sounded weird and foreign. Bendito m’ija, lo siento tanto.” (How Puerto Rico is located between The sound of the Ceceo invading sad my daughter, I am really sorry). the Dominican Republic and my Caribbean island inexplicably The Puerto Rican “Ay Bendito” is the Virgin Islands. You can call angered me. Couldn’t the Spanish not only a phrase. It represents a Puerto Rico whatever you want: company running the airport whole way of seeing life. It gives a non-incorporated territory, a hire a local person to record the you hope. Usually, it doesn’t solve commonwealth, an island on a big message? For a few moments I anything. It is a palliative against ocean. In 1898, American forces thought, are we a Spanish colony the harshness of the world. took it from a decadent Spanish again? Islanders do not speak like Empire. Shortly thereafter, the US My father had requested a that. Supreme Court defined the territory military burial. He was laid to rest These days I am part of the "foreign to the United States in country’s National Cemetery. Puerto Rican diaspora. I was born, in a domestic sense." In 1917, All the signs are in English, and raised, and educated in Puerto undeterred by the country’s foreign you can listen to it everywhere. Rico. I have lived in the mainland proclivities, Congress granted US The Spanish-language service US on and off for approximately 15 citizenship to all residents of Puerto was beautiful. I still can hear the years, and for the past six I have Rico and their posterity. In 1952, it haunting sound of the bugle playing been a Spanish language lecturer provided Puerto Rico limited home Taps. I remember the perfunctory at The Ohio State University. My rule. Through it all, the island played words of the young officer thanking spoken English is adequate for the a key role as a military stronghold our family for our father’s service to tasks on hand: making a living, and buffer against the spread of the nation, a nation that these days staying connected, and living life. communism in Latin America. I don’t understand and that appears My thoughts about the Ceceo to have rejected us. These days I Puerto Rican Spanish is its own subsided and my mind refocused don’t feel American. Not sure if I breed, bringing together Spanish, on the moment. In many ways, this ever did. As the ceremony drew English, Arawak, and African trip was mandatory. to a close, my older sister clung to words that have molded in a unique the American flag given to her. She My father’s sudden death brought way. We do not eat “naranjas”, but seemed fragile as if that flag was me back home. Additionally, this “chinas”; we don’t travel by autobus her sole possession. I couldn’t look was my first trip since Hurricane but by “guagua” and these past any longer. While my mind told me María’s onslaught leveled the few years I felt that someone has “time to go”, the warm Caribbean Island. I needed to bury the past thrown a fufú (a curse) on my family, breeze whispered into my ear while scanning the future. The drive my country, and me. People speak “quédate” (stay home). through Avenida Las Américas, a Spanish spiked with English words major thoroughfare in the San Juan and English syntax. In Puerto Rico metro area, was difficult. Debris was we don’t go “al almacen”, we go My name is Ana Gisela Díaz. I still everywhere. Trees had been to la tienda por departamentos was born and raised in San Juan, yanked from their roots by a force of (department store). We don’t go Puerto Rico. I have two masters nature that reminded everyone how degrees; one in Comparative “de compras” but shopping. No Literature (French, Spanish and brittle our country was. Like me, my estamos bien but estamos OK. We Hispanic Caribbean literature) Korean War veteran father was not don’t say Hasta Luego but Bye. and another in Library Science. an “American”. He did not feel at The neighbors are not simpáticos I have been living in Columbus, home when speaking English. His but nice. The Spanish American Ohio for the past 9 years. first meeting with his adult English- War, you could argue, is still being speaking grandchildren a year fought at a linguistic level.

10 quepasa.osu.edu Spring ’19 11 é um rótulo que gera simpatia. Ele decidiu “abrir-se” comigo. VAI PRA CUBA! Me disse que era bailarino, que havia apresentado na Rússia, Return to que a vida em Cuba era muito difícil e que tinha acesso a Contenido Henrique Takahashi poucas coisas. Neste momento disse a frase: “Aquí en Cuba no tenemos nada, solamente tenemos salud y educación”. Nos últimos anos ganhou força nas ruas brasileiras Esta frase não significa a expressão: “vai para Cuba!” e para explica-la melhor é “pelo menos temos saúde preciso ir a última eleição presidencial brasileira. Eu mudei do e educação gratuitas”, mas Brasil para os Estados Unidos em agosto de 2018, véspera que saúde e educação são das eleições presidenciais, eleições marcadas pela radical acessórias. Perguntei a mim polarização política que atingiu a vida cotidiana das famílias. mesmo: “O que seria para ele Pais que deixaram de falar com os filhos. Tios que não se mais importante que saúde encontram mais com os sobrinhos. Festas de família com e educação?”. Lembrei da ofensas mútuas. Famílias que se silenciaram. Amizades resposta que um amigo gringo interrompidas. Por sorte (ou não) não vivi diretamente estes me deu ao perguntar: “Quando momentos. você acha que vai terminar de Esta polarização ocorreu devido à guinada para a extrema pagar a faculdade?”. Ele disse: direita de uma parcela da população brasileira. Apesar do “creio que vou pagar por toda explícito posicionamento protofascista do então candidato à a minha vida”. Em geral os presidência da república, Jair Bolsonaro, muitos familiares estudantes estadunidenses (incluso os meus) votaram por ele. Quando digo “protofascista” (pelo menos aos quais eu não é uma força de expressão. Ele é conhecido por seu ensino) me disseram que a posicionamento explicitamente anti-democrático. O exemplo dívida ao sair da universidade a seguir que é apenas um entre vários outros, ao longo dos gira em torno de 500 mil dólares 28 anos em sua trajetória na vida pública: (sim, 2 milhões de reais). Quando comento em sala de Me desculpa, mas através do voto você não vai mudar aula que eu estudei em uma nada nesse país, absolutamente nada. Só vai mudar, universidade pública no Brasil infelizmente, quando um dia nós partirmos para uma e não paguei por ela (toda a guerra civil aqui dentro. E fazer um trabalho que o regime população paga via impostos), militar não fez, matando uns 30 mil, começando pelo meus alunos fazem uma cara FHC [ex-presidente Fernando Henrique Cardoso]. Se de “no way!”. vai morrer alguns inocentes, tudo bem. Em tudo quanto é guerra morrem inocentes. (Entrevista ao Programa Esta viagem me permitiu Câmara Aberta, 23/05/1999) iniciar a desconstrução dos estereótipos e das inúmeras “Vai para Cuba” em português não possui o mesmo simplificações que se fazem significado que em inglês. Enquanto “Go to Cuba!” soaria de Cuba. O antropólogo como alguém entusiasmado em beber mojitos, fumar brasileiro Roberto DaMatta charutos cubanos e passear pelas ruas de Havana com os costumeiramente respondia à carros coloridos dos anos 50, a expressão brasileira seria um pergunta “o que é o Brasil?” com imperativo higienista utilizado pelos apoiadores de Bolsonaro. outra pergunta: “em relação ao Em outras palavras, o sentido da expressão “vai pra Cuba” quê?”. Segundo o antropólogo significa que se você discorda da política bolsonarista, você não haveria uma essência é um mal para a nação, você deve abandonar o país, você é brasileira. O que existiria é comunista. Não há espaço para oposição e crítica ao governo, uma noção de brasilidade como existente em qualquer regime democrático. Qualquer em relação a algo externo ao um que discorde de suas políticas é reduzido por comunista Brasil. Em sua experiência e não pertence ao Brasil. Se você criticar o governo, vá para pessoal, a comparação seria Cuba. Então, como crítico e opositor ao governo bolsonarista, feita em relação aos Estados fui a Cuba. Unidos, onde foi professor por muitos anos. Da mesma Durante esta viagem houve uma frase emblemática que maneira que sai de Cuba não ecoa na minha cabeça. Dos 15 dias que estive lá, passei como O-especialista-em-Cuba, apenas uma tarde em Habana Vieja. A minha cara amarela a ilha me permitiu ver outras me demarcava como turista e era um atrativo para me coisas que não havia visto no venderem coisas. Em um determinado momento, um cubano Brasil. Em relação a Cuba em aproxima-se de mim e começa a vender um serviço de si mesma, voltei com menos guia turístico. Eu respondo “no, gracias”, ele pergunta: “¿De certezas do que havia. E em dónde eres?” surpreso por falar espanhol. Respondi: “Soy de relação ao Brasil, voltei com Graduate Student, Department of Spanish and Brasil”. Passado a surpresa de minha suposta brasilidade, ele mais urgências. Portuguese, Program of Latin American Cultural começa a conversar de forma muito simpática comigo. Brasil and Literary Studies. "In the US, an immigrant. In Japan, an immigrant. In Brazil, an immigrant". 12 quepasa.osu.edu Spring ’19 13 Return to Contenido In previous years, an expression that became popular of the Bolsonarist policies you’re the evil to the nation, you on Brazilian streets was “Go to Cuba!”. I moved from Brazil must abandon the country, or just you’re a communist. There to the United States in August 2018, two months before the is no space to oppose or criticize the government as any presidential election. The elections were marked by the radical democratic country. Anyone who disagrees with his policies is political polarization which reached the daily lives of families. reduced to a communist and doesn’t belong in Brazil anymore. Parents stopped talking with their If you criticize his government, go to Cuba. So, as a critic and sons. Uncles and aunties didn’t opposition to Bolsonaro’s government, I went to Cuba. gather with cousins anymore. People would say insults at During this travel, I heard an emblematic phrase which family dinners. Friendships echoed in my mind. From the fifteen days that I was there, were broken. Hopefully (or not) I spent only one day at Habana Vieja. My yellow face I didn’t experience directly these demarcated me as a tourist, and it was an attraction to sell moments. things to me. In one moment, a Cuban guy approached to me and started to sell a touristic guide service. I answer him This polarization was driven “no, gracias” (no, thank you). He asked me “¿De dónde eres?” by the alt right wing arm of the (Where are you from?) surprised with my Spanish fluency. I Brazilian population. Although answered back: “Soy de Brasil” (I’m from Brazil). He started the explicit profascist positioning to talk to me very sympathetically, right after his surprise of by Jair Bolsonaro who was my supposed Brazilianness. Brazil is a label which generates running for President in 2018, sympathy, so he decided to “be open” with me. He told me was disturbing, several members that he was ballet dancer, ( no "and the") had presented in of my family voted for him. When Russia, and that their life in Cuba was very tough, and then he I said “profascist”, it is not a had access to few things. In this moment he said the phrase: metaphor. He is well-known for “Aquí en Cuba no tenemos nada, solamente tenemos salud his anti-democratic discourse. y educación” (Here in Cuba we have nothing, just health and The following quote is one of the education). many others public statements throughout his twenty-eight This phrase doesn’t mean “at least we have free public years as a public figure: health and education”, but it means that health and education are merely accessories. I started to ask myself, “What is more “Through the vote, you will important than health and education for him?”. I remembered not change anything in this an answer that my US American friend told me when I asked, country, nothing, absolutely “When do you think you will finish to pay the college?”. He nothing! It will only change, said, “I think that I will pay for it my entire life”. In general, unfortunately, when, one the US American students (at least the students that I teach) day, we start a civil war here told me that the debt they will leave college with is around and do the work that the 500 thousand dollars. When I comment in my classroom that military regime did not do. I studied in a public university in Brazil and I didn’t pay for it Killing some 30,000, starting (the whole population pay through taxes), my students make with FHC [then-President a “no way” face. Fernando Henrique Cardoso], not kicking them out, killing! During my trip, I helped deconstruct this stereotype for If some innocent people Cubans, giving me an opportunity to reflect more about are going to die, fine, in any Brazil. The Brazilian anthropologist Roberto DaMatta usually war, innocents die.” (Câmara answered the question “What is Brazil?” with another question: Aberta TV program, May 23, “in relation to what?”. For the anthropologist, a Brazilian 1999) essence as national identity doesn’t exist. What exists now is a notion of Brazilianness in relation to something external “Go to Cuba!” in Portuguese to Brazil. In Damatta’s personal experience, the comparison (“Vai pra Cuba”) doesn’t have the would be done in relation to the United States where he was same meaning in English. “Go to a professor for many years. Likewise, I got out from Cuba not Cuba!” in English would sound as the-Cuban-expert, but with a new perspective on Brazil. I like someone excited to drink got back with less certainties that I had before. Returning from mojitos, to smoke Cuban cigars, Brazil, I got back with more urgencies. and to walk around on Habana’s streets with colorful cars from 50’s. The Brazilian expression would be an inflammatory imperative used by Bolsonaro’s GO TO CUBA! supporters. In other words, Henrique Takahashi the sense of the expression “go to Graduate Student, Department of Spanish and Cuba” means that if you disagree Portuguese, Program of Latin American Cultural and Literary Studies. "In the US, an immigrant. In Japan, an immigrant. In Brazil, an immigrant". 12 quepasa.osu.edu Spring ’19 13 Return to If I reflect on the mission and purpose their homes in Venezuela to Lima, Peru. Contenido of ¿Que Pasa OSU?, essentially the As the daughter of Mexican immigrants, magazine exists to serve as an outlet for I was able to experience the similarities the existing and thriving Latinx community and contrast that exists between my at Ohio State. In 1994, as I was Mexican-American background and germinating in my mother’s womb, Latinx Colombian culture. This experience made scholars were sharing their experiences me reflect on what being Latinx, on what and concerns while attending Ohio Latinidad means to me. Although as I saw State publishing the first edition of the throughout my experiences in Colombia, magazine in Spanish and English. Over there are many differences even among the span of the 25 years that ¿Que Latin Americans. Pasa OSU? has continued serving as Without the growing support and an outlet for Latinx students, more and progress that Latino scholars have made more Latinx scholars from various states over time at Ohio State, this opportunity across the US and from Latin America may not have been available. When have graduated from Ohio State or have scholars from diverse backgrounds are worked at the University, ultimately having given the opportunity to conduct research a positive impact on the Latinx community and have influence in academic settings, at large. Hundreds of Latinx students and scholars are able to create opportunities academics have collaborated to engage and work to serve the diverse communities in innovative and impactful projects. that they come from. As an example one such scholar, Dr. Rene Olate from the College of Social Work, provided my colleagues and I with such an opportunity. It is to say, that the support and opportunities available to Latinx scholars like Dr.Olate allowed my Yesenia Alvarez Padilla Yesenia colleagues and I to participate and present Latinx scholars at an international conference in Cucuta, Colombia. Here my colleagues interacted with scholars and students from across Latin America, while being exposed to the immigration related issues taking place Yesenia is a first year PhD student in Colombia. We attended presentations at the College of Social Work. She is a first-generation college by scholars who discussed topics ranging student whose parents immigrated studies related to human trafficking, from Jalisco, Mexico. Her research masculinity, and southern border issues. interests revolve around access to Reflectionscollective on impactthe of We saw ordinary people simply trying higher education for first-generation to live a better life, as they carried bags students, immigration, and financial and boxes full of items to take back capability and asset building. home to their families from Colombia to Venezuela. We spoke with mothers taking refuge at one small refugee center who told us about their journey walking with their families, and young children from

14 quepasa.osu.edu Spring ’19 15 Return to Contenido A Walk Through Exhibit the

"Go to where the silence is" Amy Goodman

I’m standing in front of the new exhibit at the wide student-led initiatives. These efforts planted the Thompson Gallery, entitled Scarlet and Gray: The seeds of student activism that exists today. In the case Student Experience. I’m a little reluctant to walk in, that sits near the end of the exhibit are student made as I’ve been conditioned to be wary of museums and flyers advocating for change beyond the student body, their diversification efforts. No matter how much I into the social and the structural, including protesting the enjoy walking into museums, it does not take long to Vietnam War, student housing segregation, and ousting be reminded about the curating efforts by those who university presidents. Above are pictures of students have never felt marginalized. I’ve been at Ohio State for leading campus marches and making picket signs ready a year now, yet I still struggle to identify as a Buckeye. to take to the streets. Here, student activism becomes The events, the games, the swag students wear- it’s not the focal point of student life at OSU. The placard above for me, a brown guy from California, raised in a house the final case helps solidify the connection between where Spanish is the dominant language. So when student life and student activism, stating, “Throughout its someone recommended the new exhibit, I didn’t know history, students have taken a stand related to national what to expect, but I knew where my reluctance was issues such as violence against women, police brutality, coming from. Before walking through the front doors, I divestiture from South Africa, and immigration. In many see two porcelain-white mannequins, Abercrombie and cases, these student activists mirrored sentiments Fitch-esque, dressed in OSU clothing. My reluctance throughout the country, pushing the university to address turns into resistance. As I walk in, past the infographics, some of the struggles with the same issues”. Activism is a couple more mannequins, and several cases filled with still very much a part of student life. The evidence is seen old flyers for past football games, there’s a space in the in the signs showing solidarity for DACA students and

back corner called “Fan Cave”, replicating what a dorm student athletes protesting for social justice. Activism is Rubalcava Rolando room looks like on game day. There’s a flat screen TV not only a part of OSU student history, but runs vibrant in mounted on the wall, with folding chairs parked in front, the veins of the OSU student identity. and pennants on the windows. A group of freshman students who grew up in an area where Saturday football Right before leaving, the attendant reminds me of was the local event would feel at home here. Not me. three glass cases with more student flyers. With my The space has a design that welcomes visitors to see new perspective, seeing these leaflets of more student and feel, but to me, this space is inaccessible. Almost organizations transports me back in time, visualizing completely disaffected, I move to the left, into the second myself working in the basements with these organizers, half of the exhibit. spending all night cutting and gluing pictures together. I then notice the Fall 2018 issue of QuePasa, and There are glass cases in the next section, housing almost instantly, I’m transported back to today. I wanted hand-made flyers from student organizations, dating back to feel like an activist from the past, but with the work to the turn of the twentieth century. Some flyers come QuePasa does for this campus, time travel is no longer from groups advocating for inclusion and representation necessary. The Oval is laced with the footsteps of for minority students, with detailed descriptions of their protestors, marchers, and students whose fight to be goals and specific points of the changes they want OSU heard comprises their very being. I leave the gallery to carry out. While over a hundred years of technological rejuvinated, to make my own footsteps, as a proud Latinx advancements exist between then and now, some look voice on campus, as an activist, as a Buckeye. almost exactly like the flyers groups at OSU make today. I’m currently looking at artifacts of groups advocating for The exhibit runs until January 19, 2020, located at change before Women’s Suffrage and the Civil Rights the center of the first floor of the Thompson Library. To Act that exudes the same student-led energy that learn more, visit the exhibit, and check out their page exists now. Flyers from international students, literary on the University Library website (https://library.osu. societies, and grad student organizations makes me, a edu/exhibits/scarlet-and-gray-the-student-experience). student who belongs to several of these demographics, Also, the library is always seeking artifacts from student think about the labor of organizing and planning campus- organizations. Contact [email protected] to learn more. 14 quepasa.osu.edu Spring ’19 15 Return to Contenido Commencement: A Profile on Past Que Pasa Editors Carlos Berrios

As we look back on 25 years of ¿Que Pasa, Ohio State? history, we must take great care in representing and furthering the legacy left behind by the editors and writers past. We queried some of our former editors and writers to understand what they envisioned for the magazine when they labored over it and what they gained from their experiences.

What motivated you to work with ¿Que Pasa, Ohio State?

2001, Jennifer Whitney "As I was transitioning to Ohio for my graduate work at Ohio State, I was leaving Houston and teaching in a bilingual elementary school. When I learned of the opportunity to work with Que Pasa, I jumped at the opportunity to bridge my experiences and not lose my connection with the Latinx Community."

2005, Ligia Cartagena Lundine "I think it was the challenge. As a recent immigrant in the United States, I felt honored for working at ¿Qué Pasa, Ohio State? As I was still struggling with feeling confident of my dominion over English language. Having been in charge of a large university magazine gave the motivation to step up for the challenge and make sure the way in which I communicated my ideas was clear enough."

What type of articles did you wish to publish?

2014, Victoria Muñoz "I wanted to represent a diversity of voices, including high school, undergraduate and graduate students, fulltime and associated faculty, alumnae and professional staff; artists, scholars, and activists; NGOs, nonprofits, and local businesses; and local and federal government workers. I am proud to say that throughout my tenure, each of those voices found a place in the magazine. My first issue was for the Autumn 2014. It included a gorgeous full-color spread of the Festival Latino in Columbus. The festival is truly intersectional, with the city of Columbus, OSU, and the local public and private sectors coming together to provide quality programming for the community. This was also the first issue to be based on a theme rather than a cover story. My idea was that finding a common

16 quepasa.osu.edu Spring ’19 17 theme would provide a narrative and sense of cohesion to each issue, and it would serve a greater Return to purpose by identifying collective goals across everything that the campus and the citizens of Ohio were Contenido doing to serve the Latinx community."

2001, Marie Lerma Highlighting the work of Latinx students around campus was so important, enjoyable, and educational. Through my work on different articles, I had the opportunity to meet and connect with folks around campus doing really interesting things. What I remember most was learning abut Swiss cheese and the size of the holes in the Swiss cheese-it was fascinating!

How has working with the magazine affected you?

2016, Luis Fernando Macias It was an unforgettably enriching experience. I had the honor of working alongside a bright, gifted editorial staff comprised of compañeras from different backgrounds and with different areas of expertise. We shared a vision for the magazine and contributed to it via our strengths. Our editorial sessions were vibrant brainstorms that always produced something richer than what we initially conceptualized. I look back fondly on those days and strive to recreate similar intellectual collaborative environments like that.

2005, Ligia Cartagena Lundine It changed my life. For starters, it provided me with a very fun and highly stimulating job, but also I was able to cover tuition and expenses while getting my masters´ degree. In addition, by meeting other Latinxs at OSU and writing about their experiences, I learned personally how it felt being a Latina in the United Sates. After graduating, I was hired by the National Latina Institute for Reproductive Health as Director of Community Mobilization where I traveled through the entire country recruiting activists and organizing training events and serving as the Spanish spoke person for the organization. I even was interviewed by NPR once! ¿Qué Pasa, Ohio State? was instrumental in building my identity and helping learn to love and serve my community.

Where are you now?

2005, Ligia Cartagena Lundine After living abroad for 16 years, I am back in my native country Guatemala. My husband works for an international humanitarian agency and my family and I have lived in the Dominican Republic, Indonesia and Ethiopia. During this time, I opened my own translation consulting company that focuses on women´s reproductive health and rights with a portfolio of more than 15 clients based in the United States. I am lucky because my job allows me to work from wherever I am, even from airports! 16 quepasa.osu.edu Spring ’19 17 Return to Contenido 2014, Victoria Munoz I am proudly working as a tenure-track assistant professor at Eugenio María de Hostos Community College, a campus of The City University of New York in the South Bronx. Named after the Puerto Rican philosopher and political activist, Eugenio María de Hostos, the college was established in 1968 to provide an institution of higher education to the underserved majority-Hispanic communities of the South Bronx. The college began as a bilingual institution, and Spanish remains a major lingua franca to date, but one also hears many other languages spoken across the campus. CUNY Hostos CC is a major hub for immigrant students from across the globe as well as the homegrown residents of the Bronx, Inwood, Harlem, and beyond. I am delighted to work at a place where I can advance my specific research interests—I am currently completing my first scholarly monograph, which explores the Spanish influences on Shakespeare and his contemporaries—and as part of a collective institutional mission. This year, for instance, I helped to organize our Honors Convocation. The joy of this year’s honorees and their families, with their unique stories and personal triumphs, was truly infectious; I was filled with a powerful sense of school and community pride. Serving our students makes the job most worthwhile

Do you have any advice for students looking to become editors of this and/or other publications?

2016, Marie Lerma Make sure you pay attention to different perspectives. Be angry but use that anger productively. Remember that as an editor you have a large amount of power: you can literally decide who has a voice and who does not in this magazine or any other. Will you use that power to maintain the status quo or will you challenge hegemony?

2016, Luis Fernando Macias Seek guidance not permission.

Any other thoughts concerning the magazine?

2001, Jennifer Whitney I am honored to be a part of this legacy, if only a teeny tiny part. It is an amazing resource at Ohio State and an amazing community builder and connector. ¡Feliz cumpleaños Que Pasa!

Why it is important for us to talk to these editors?

After 25 years, we chose to reflect on the time we have spent representing and celebrating our Latinx students at The Ohio State University. Our editors reminisced fondly on the time they spent with our little, rambunctious magazine. For us, as editors, it is important to look at the people who made ¿Que Pasa, Ohio State? what it is today. We started as a small black and white publication released quarterly by a small group of Latinx students that wanted to show campus who they were. Now, we’re fully funded and backed by The Office of Diversity and Inclusion, but one thing remains clear—we’re here for students, by students!

Here’s to 25 more years! ¡Viva, Qué Pasa!

18 quepasa.osu.edu Spring ’19 19 Return to Contenido S.C.O.P.E. (Student Community of Progressive Empowerment) is a new active student organization that seeks to create a safe space for DACAmented (Deferred Action for Childhood Arrivals) and undocumented students on Ohio State’s campus. It is the first organization at Ohio State that focuses solely on providing resources, guidance and a welcoming environment for students without status. The percentage of students without status in higher education is estimated to be 5-10% yet this matter is not unique to Ohio State. While the conversation and urgency on DACAmented, DREAMers and undocumented immigrants has dwindled since Introducing S.C.O.P.E September 2017, the battle for education has not at Ohio State University ended for those students. Lidia Garcia & Liz Morales The lack of financial aid, admission transparency and support discourage students from directly enrolling into a four- year institution like Ohio State after completing high school. Therefore S.C.O.P.E. aims to facilitate the transition from high school, community college and other stages of life. Especially Lidia Garcia is the president of SCOPE for students who, because DACA was rescinded, and a 3rd year at OSU seeking a were no longer able to apply, were never eligible or dual degree in Women’s Gender and never applied. As an organization, we want to provide Sexuality and Public Affairs with a an inclusive space that is not restricted to latina/o/x minor in Latino studies. individuals but any student who is without status. While we might not be able to change or solve our current immigration status, we are committed Liz Morales is the treasurer for to making places of higher education inclusive SCOPE and a 3rd year at OSU and responsive to all student needs. S.C.O.P.E. is studying Civil Engineering with a committed to voicing students’ concerns, which are minor in Latino Studies. often drowned out by political interest and higher education administrative decisions. S.C.O.P.E. was founded on the idea that students should not face discrimination, discouragement and denial from higher education because of their immigration status Heder Ubaldo is the vice and aims to create a community of passionate leaders president for SCOPE and a 3rd who are unapologetic about their journey through year Welding Engineering major higher education. Meetings throughout the Autumn and Spring semesters are focused on community, outreach and engagement. The organization will be made up of mostly students without status, but Allies from the Ohio State Community are welcome to support S.C.O.P.E. Other organizations are encouraged to join in the conversation and provide a network of support among fellow Buckeyes. For membership

SCOPE logo design by Heder Ubaldo please contact: [email protected]

18 quepasa.osu.edu Spring ’19 19 Return to Contenido PERFORMING OUR HISTORIES

Elena Foulis

Carlos Martinez

Camila Fredericks

Over the past year, we have been we had previously collaborated together in encouraged by the work of many Latina/o/x the classroom setting and, in the community, writers who research the impact of education this was our new vulnerable way of creating on Latina/o/x students at various universities. an opportunity for connection, and an extra- These thinkers address some of the institutional curricular activity that focused on our linguistic, systems that often disregard the importance of racialized, gendered and cultural ways of creating opportunities inside and outside the knowing. Indeed, we wanted to make sure we classroom that incorporates students’ cultural allowed our unique identities and perspectives ways of knowing. Whether you are a faculty to come through in our performance. One of member, staff or student, we are motivated our ensemble members, Carlos, identifies as and more likely to be engaged in activities an Afro-Latino of Garifuna descent, so it was or organizations that embrace who we are important for us to stress the need to dialogue and our ways of knowing as assets that bring about attitudes toward colorism in the Latina/o/x value to the places we inhabit—work, school, community. Several times, throughout the talk- community. Indeed, finding our place or our back session after the performance, audience sense of belonging is a lifetime quest because, members resonated with the pain of being inevitably, we experience change in our school, treated differently, echoing Carlos’s oral history. neighborhoods, or work. Odds are that if you are a college student, the moment you begin Each of us weaved our own experiences your college search or your freshman year, you with that of our oral history narrators, and will be encouraged to find your own niche in a we focused on our collective experience with student organization, group or activity. loss, gain, acceptance and belonging. The performance was raw, real and authentic. Sometimes, this also means that you We, alongside our audience, witnessed our should work together to create something often-complicated relationship with growing new, or that you are willing to be vulnerable up in Spanish, English and Spanglish, one enough to try something different. Last that is sometimes marked by physical or Spring, we worked together in a performance verbal violence, fear of loss, and inadequacy ensemble piece based on oral histories and as we move into the education system, or our experiences with language. Although, interact with family members. As Adriana,

20 quepasa.osu.edu Spring ’19 21 an ensemble member puts it, layer that brought the audience is significant, but because of Return to Contenido “En mi casa [ … ], mi papá, and the ensemble members to our unguarded vulnerability, el puertorriqueño, no quería an even more profound place of awkward movements and que nosotros habláramos empathy. Undeniably, the very shared life moments. español en casa porque, he presence of each of us, of our was worried that we’d get bodies and voices, demands Working together in this confused as children about recognition, witnessing and project allowed us to creatively which language to use. This solidarity. The performance use our own histories as places concern was completely valid, fostered a collective history of knowledge. The diversity in because my dad has worked and engagement in voicing the the group offered the possibility so hard to achieve his level Latina/o/x community’s concern to engage in conversations of English and he has faced with language injustice. For on “Latinidad” that vary due many criticisms about his example, during the talk-back to differences in age, gender, language and accent that it’s session, one audience member nationality, etc. We also became understandable he didn’t want noted that hearing about shared self-aware of the moments of his children to face the same experiences with prejudice distance and intimacy as we criticisms.” and hostility toward Spanish figuratively conversed with oral helped her feel that she was history narrators, ourselves The performance relied on not alone. Camila, another and our audience. In each orality more than movement ensemble member, expressed step that lead to the production because it was built on the during her performance: “we of the performance piece, foundations of oral history see the trauma in each other’s individually and collectively, we which emphasizes the power eyes as we walk on campus embraced the value of telling of the voice to communicate sharing a people-of-color- our own histories. We are now our embodied and situated acknowledgement-head-nod. intertwined in our collective experiences. Indeed, oral So, we hold hands. We belong.” experience and stand at a history pushes us to focus on In this way, the performance vantage point from which we language, speaking, listening exceeded our expectations and can see not only what divides and hearing people’s words as fostered an environment of trust us but, most importantly, they relate lived experiences. and emotional support. Equally what brings us together. We Even though we predominantly important, we also forged belonged then, and we belong relied on the audible for our community as an ensemble not now. performance, our limited only because of the time spent to movement added a powerful put something like this together

Dr. Elena Foulis is an engaged scholar committed to reaching non-academic and academic audiences through her writing, presentations and public humanities projects. She is host and producer for Meet OhioHabla the Ohio Habla podcast. Dr. Foulis also serves as Commissioner for the Ohio Latina/o Affairs Commission.

20 quepasa.osu.edu Spring ’19 21 Return to amautaraqchu, jatun umayuqtaqsi. tapukuqmanta. Kunan punchawlla, Contenido Yuyanakunawan yacharqani chay runa Perumanta Unayña unayña, ñuqaqa kay kasqanta. Ñuqa payqa Inglaterramanta sunqunchikwan takiykunata uyarirqani. Facebookpi, uyayuq rikurqani. Perupimi - nin - paywan qillqarpakurqayku. Ñuqayku k’askarikunkupuni quwiqa jukchasqa chay Peru urquwan, rimanata qallarirqayku. Payman Caroline Shipley mana chay Peru challawanchu. riqsichikurqani. “Ñuqaqa yachakuq Huk kutitawan, Carmenmantawan OSUpi,” rakinakamurqani. “Harawi Edsonmantawan yuyakarqani. andino yachani, hip hoptaq. Ñuqayku Huk punchaw, illaqmanta, huk jatun Carmen urqumanta, Edsontaq rimanakuyta thatkichirqayku?” rikch’awata ñuqa chayamurqani. challamanta. Carmen quwita rantirin, Chay kutipi, ñuqa mana La Pazniqpi Kunan, masikunawan kaymanta, kachicharin, rimakurin, churkarichin, puriyta atisaq mana yuyaychutaq huk ñuqayku Perumanta ñawichkayku. kankarin ima. Payqa wawakunanpaq masiyman tantiyarqani. Kunanllan, Yuyaymantawan qunqaymantawan quwita wayk’uripun. Huk kuti, ñuqayku tukuyniqpi La Pazpi, Sucrepi, wiñay kawsayna Perupi. Ñawillipi, ñuqayku quwita wayk’urqayku. Edson El Altopipis purirqayku. Kuska chay qillqaq phutu asichiq uma – ñisqanmanjina - quwita mana purirqayku, kuska rimakurqayku, tapukuqqa quwimanta. El Cuy sutinqa. mikhunchu. Mana jayk’aqpis! Payqa kuska jamut’arqaykutaq. Tukuyniqpi, Chay quwiwanqa masinwan sunqu “ukucha”-nispa mana mikunchu. asikurqayku, asipayarqaykutaq. tapukunku uma tapukunku ima Chay pacha, ñuqa chay yachankuna Purispa purispa umanchikta pacha mancharisqamanta Perupi. mana yacharqaniraqchu. ¿Imarayku tapukurqayku. Ñuqapa, chay Chay qillqaq phutu asichiqqa – achka ch’ampay, achka tinkuypis ñankuna chay yuyanakunatawan 80-watamanta kunankama – Internetpi huklla uywamanta? Kunanqa, ñuqa hunt’asqankupuni. Chayniqpi mana kachkan, websiteta llimphiqmanta. sunquchakuni imaraykuchus kay puriyta atisaqchu, mana payman Achka runa kay qillqaq phutu asichiqta uywata achka kawsayniyuq. Chayraq, yuyaspa. ñawirinku. Paykunaqa jamut’anku mana quwita ñawiyta atinichu, mana Kay killakuna mayo, junio, julio, achka qillqanku. Chay amutata websiteta paykunataman yuyaspachu. Chay kitikunapi purirqani. Achka runawanpis llimphiqman churanku. Chaynaqa, yuyanakunata, chay rimanakunatataq purirqani. Ñuqa paykunawanqa sinchi paykunaqa chay jamut’aymanta sunqunchikwan k’askarikunkupuni. rimakurqayku. Wak kuna tinkuykunapi websitepi ñawinku, jamut’anku, ñuqapaq achka chaniyuq karqa. qillqanku. Chaypi, websitepi, tukuy chay Kunanqa, kay tinkuymanta qamman runa yuyachkanku parlachkankupis willarimusayki. chay pacha Perupi 80-watamanta yuyanku kunanmantapis. Kunanqa Kunanqa, kay willakuy tumpa tumpa ñuqa Ohiopi kachkani. Ñuqaqa chay runaman rak’inakurqani. Unayña rimanakuy Limapi masiykunawan Caroline Shipley is currently a Quechua unayña, sumaq takiyta uyarirqani. yuyachkani. Qhipaq chisiy Limapi, FLAS Fellow at Ohio State. She is a Youtubepi karqa, video-ñisqa karqa. PhD Candidate in the Department achka achka rimanakurqayku of Spanish and Portuguese and a Sumaq qillqayuq, sumaq phutuyuq. Carmenwan Edsonwan. Carmenqa researcher in 20th and 21st century Chay takiq mana machuchu, mana Latin American Literary and Cultural yachachiq Antropologíamanta, Edson Studies. Since 2014, she has been waynachu. Ichapas kimsa chunka takiq, Túpac Amaru IIpis. Kimsa killa learning the indigenous languages watayuq, ñuqajina. Sutin Túpac Quechua and Aymara in Bolivia, Peru, paykunawan Limapi, Ayacuchopi, Chicago and here at Ohio State. Amaru II, Callao, Peru llaqtamanta. Callaopis rimanakurqani. Kunanqa, Payqa jatun yuyayniyuq. Takiypi, Caroline has spent the last two years kaypi, ñuqa jamut’aykumanta running through the Andes trying to achka wiñay kawsayna, achka yarpachkanipuni. Paykunamantapis track down and watch a documentary jamut’aypis tiyanku. Achka yuyana, on the Bolivian rapper Ukamau y ké yarpachkanipuni, chay ñawilli (Abraham Bojórquez). After many achka yuyapachanapis tiyanku. Mana ñawichkaptiy. fruitless attempts, she will finally juk takiyniyuqllachu, mana iskayllapis, bring the director of the documentary (Andrés Ramírez) to Ohio State this sinchi takiykunayuqsi. Tukuy Allinraq ñuqa jamut’achkani chay November. takiypi, payqa sunquman tapukun, qillqaq-yachaq chay asichiqqa uma umaman tapukunpis. Payqa mana

22 quepasa.osu.edu Spring ’19 23 translations of Quechua texts to communicate with everyone Return to Contenido This is Not a prepared for them, I thought it who doesn’t understand it?” This Translation of the sounded a little impractical and question however might not be too extreme for certain audiences. as innocent as it seems. Within Accompanying But now that I have been asked the discussions of critical and/ to prepare an English version of or decolonial cultural practices, a Text in Quechua the text I wrote in Quechua and text appearing in an indigenous Caroline Shipley throughout the process imagined language – without apology and could only be in Quechua, I find without translation – seems to the same sentiments arising within be cada vez más una sólida While talking to various me. The way I chose to structure intervención. It isn’t necessarily “Quechuistas” (people who devote the ideas and compose each that the author is refusing to some aspect of their professional phrase was directly influenced by communicate with a more work to the advancement of the texts I was reading in Quechua inclusive audience. Opting out of Quechua language and culture) in during the same period. It was the “request” to make ourselves Peru this summer, I was surprised clear to me that translating it into comprehensible to the socially by their recurring insistency that English would have been a harsh dominant language and provide anyone interested in cultural texts decontextualization. the unseen labor of seamlessly written in Quechua should directly delivering an unbroken flow of learn the language, instead of A similar perspective was also comprehensibility can make bilingual Quechua speakers shared by Luís Medina, a Quechua visible a notorious colonial desire. providing the translations for them. instructor in Lima2 . During one Here, I’m referring to the desire For example, when I brought of our conversations, he told me to access indigenous languages up the idea of me translating about his recent decision not to and knowledges through the filter Quechua texts to English so a provide a Spanish translation to of the prestige language. Perhaps larger audience would be able to an interview he held in Quechua3. we need more critical hesitation, access such texts, Luís Paucar1 “I knew that if there was a reflection and resistance to didn’t seem so enthusiastic. Luís bilingual version, the Quechua automatically providing a textual is the author of many products to speakers would just go straight equivalent in a majority language. help people learn Quechua, and to the Spanish text because it told me “If people are interested would be easier and faster for in Quechua, I think they should them. By providing more texts 1 learn it. What is reading about that are exclusively in Quechua, Luís Paucar is the author of the Diccionario it in Spanish or English going to we’re creating a context where práctico Quechua ayacuchano-Español, the creator of the “Quechua para Todos” (“Quechua do for them?” He was, however, people have to read and think in for Everyone”) Quechua language learning very interested in reading any of Quechua,” he told me. When I video series on Youtube, and teaches public my texts written in Quechua, or shared with him my own interest Quechua courses throughout Lima, Peru. those of anyone else who writes in in composing work in Quechua, Quechua as a first, second, third he also showed a very positive 2 Luís Medina is a Quechua instructor at (and so on) language. “More work response. “It doesn’t matter if the the Pontificia Universidad Católica de Perú, written in Quechua will always be writer is a native speaker or not. Spanish-to-Quechua translator of the text Pesadillas: Cuentos de terror en español y a positive thing for Quechua,” was The efforts will still help develop quechua, and regular guest to the Ñuqanchik his response. the field,” he affirmed. Quechua-language news program broadcasted on TV Perú and the Radio Nacional del Perú. I’ll admit it: when I first heard The same question always these Quechuistas suggest that returns: “But don’t you want to 3 This interview was published on La mula, people curious about Quechua share your message with a larger a critical cultural online journal and can be should learn it instead of opting audience? If you only write in accessed here: https://luisalbertomedina. to familiarize themselves through Quechua, aren’t you refusing lamula.pe/2019/03/25/cholo-victor/luis07/

22 quepasa.osu.edu Spring ’19 23 a

Return to Contenido It’s been a year since I’ve taken This leads to the political stakes her classes, but Dr. Galvan greets in Galvan’s work. “We make stories me like I’m still her student, like to understand events, and then we I’m once more entering the stuffy think that’s reality,” she says. “We old McPherson classroom to learn need to understand that so we can about Lord Byron and EB Browning. be active consumers instead of Originally from Texas, Jill Galvan is passive. We need to understand an associate professor in the English our capacity so we can interrogate department, specializing in Victorian it for a political consciousness as literature. Her first book focused well.” on communications technology, It’s a common trope, almost a dovetailed with spiritualism, joke, to ask “what do graduates do unpacking the feminized position with an English degree?” Galvan of occult technology. Now she has heard this often enough. “I find identifies realism in modern settings, it extremely ironic that humanities shifting from cultural history to and English in particular are aesthetics and genre. embattled as fields when we have Humanities professors are a text saturated world.” She points conscious of connecting their out most work and social contact is more abstract research to material through texts, of all genres, lengths, interventions. Galvan details this and speeds. “The idea that we aren’t relationship immediately “Anything studying how texts and languages that allows me to develop a more works is disempowering.” agile perspective on the world and To empower OSU students, people and communication and Galvan has headed the English

Natalie N. Dalea representation makes me a better department’s diversity and inclusion citizen, a better teacher, and allows committee for two years. Galvan me to inspire these things in my challenges how institutions merely students.” count bodies to promote diversity. As someone interested in Her work improves diversity through activism and Latinx studies, I was increasing structural access. Even

Diversity Humanities in surprised by how much I loved more than anticipating needs, Galvan Galvan’s poetry class. Learning ensures students have channels to how to read Victorian poetry felt like voice their concerns directly. This

Dr. Jill Galvan, An Advocate for for Advocate An Galvan, Jill Dr. learning a new language. Galvan includes student representation in helped me connect the formally formal processes so executives obscure verse to my own emotional directly hear their needs. Her work and social stakes. This can be is founded in activist listening, like credited to her organic teaching active listening, “not just to take environment. Galvan encourages notes, and you don’t just let people student-led explications instead of grieve, but especially if you’re in a her own polemics. She promotes position of power, you ask, ‘What can students’ abilities to listen well so I do with that information? How can I they have skills to critically reach build opportunities to take action?’” conclusions independently.

24 quepasa.osu.edu Spring ’19 25 Return to Natalie Dalea (English ’19) is a Contenido midwestern mestiza artist working on an essay collection on Mexican diasporas, seeking freelance writing and community outreach opportunities.

Pronouns: She/Her/Ella/Su

I’m surprised to learn Galvan didn’t always throughout life, and their quality of life satisfaction identify with her Latina background as a young improves because they can look beyond their adult. “It was very late, past graduate school that I work. came into that,” she recounts. “Now it’s important It’s important advice Galvan emphasizes. personally for me as an identity, but also for me Humanities fields help students of color engage as someone who has the ability to represent. with our communities. They articulate high- Institutionally though, now that I’ve developed a stakes concepts like intersectionality and civil consciousness, I feel like educational opportunity rights, and they lead to satisfying, livable careers. is everything. I’ve become passionate about “Humanities produce good thinking beings in making sure students have opportunities to have the world, and we want those people involved in a voice that matters, to have an education that will society, civic actions, speaking in workplaces and get them there.” institutions they belong to.” When I ask about the importance of education Alongside her research, Galvan teaches two in her life, her poetry background emerges in courses this fall, including my surprise favorite, full force. “Getting a degree in the humanities is Nineteenth Century British Poetry. If you need like developing a second nervous system,” she a literature GE or simply want to awaken your expounds. “You’re just more attuned.” own second nervous system, keep an eye on the Galvan understands the pressure students of spring 2020 English course list too. color receive from families and academia to have stand-out careers. But humanities are career- making paths too. “It’s important to think past your late teens and early twenties,” she advises, citing studies observing students’ long-term careers. “Humanities students do well in their salaries

24 quepasa.osu.edu Spring ’19 25 Return to Contenido As a feminist, I keep finding myself language, kinship, and so on. And in the need to justify things that are thus, whatever injustice happens to obvious, an experience I am sure one of us, affects us all. We grow up many of you share. I recently gave a believing that we need to fit into a talk at the University of Queensland (white) heteronormative ideal, but the THE in Australia, where I defended border reality is that in this model there is no abolition. In my talk, I decided to use room for most of us. Most of us are RELEVANCE a social justice framework: Borders different, and we struggle with it. So, are already non-existent for some why not make difference the norm? people while others live their whole Why not build a world where all of us OF LATINX lives trapped in them, thus, we should feel comfortable? get rid of them. I had to develop my argument by stating things that, Latinx Studies is one of the places to the critical eye, are blatant: that that centers difference and makes STUDIES borders are imperial formations that you aware that everything that Sara Riva produce inequality, that they maintain happens around us affects us. It a neocolonial order, that borders brings a freeing and enrichening create the fiction of protection for perspective where we can learn more those of us who live in the West, and about ourselves—the dimensions of that at those sites victims of wars are our identity—and others. It reminds criminalized and punished. Apart from us that we fit in this society even the usual push back related to the though we are not all white, male, dangers of the Global North being straight, Christian, able-bodied, “invaded” by people from the Global young, married, and with children. South if we abolished borders, or its Latinx Studies, and more generally Ethnic studies, like feminist studies, Dr Riva, currently with Griffith supposedly damaging effects for the University, will be joining The economy—ah, the economy, always and other interdisciplinary studies, University of Queensland in January the economy—the public was pretty opens us up to the experiences of sympathetic to border abolition. other people, other groups, other 2020 as a Marie Skłodowska- Primarily because my listeners didn’t ways to embody culture, trauma, Curie Fellow. She holds a PhD in care about the subject matter as it love, history, achievements and Women’s, Gender, and Sexuality did not personally affect them—I am failures. It reminds us how we are all Studies at the Ohio State University. guessing it would have been different connected. It increases our chances Part of her research was published if I had been talking about prison to better understand the systemic in the Citizenship Studies Journal nature of oppression—racism, abolition. Mistake. They should (2017) where she theorizes the sexism, homophobia, ableism, and care. We should all care because punishment some of these women abolishing borders would affect us all, so on—rather than individualizing the encounters with violence some go through when they cross the as our world as we personally know US-Mexico border. She puts it and experience it would change. groups experience. Latinx Studies encourages us to develop a critical refugee issues in the United States We humans have the capacity way of thinking and to work towards in conversation with Europe and to feel empathy and to understand the deactivation of oppression. This Australia and conceptualizes the emotions and feelings beyond our has enormous benefits for oneself, border as a transnational sovereign personal experience. Exposure to as it helps us to learn and grow, to assemblage. Sara’s academic work difference is usually not encouraged in better grasp our place in the world, has been informed and underpinned our society, and thus we instinctively and to develop survival strategies. by many years working for a number think that only certain things affect us Centering difference, like border of international bodies—including personally and we don’t care about abolition, would not only affect us what doesn’t. But we’re wrong, all in incredible positive ways but it the UN—in different parts of the even if we have not personally is paramount to build a safer world world. Her research interests center experience disability, it affects us as around us. In that sense, Latinx Studies on the intersectionality of feminism, humans and as society as a whole. works towards making cooperation, border abolition, humanitarianism, Being aware of other group’s needs rather than competition, the norm. So, neoliberalism, and colonialism. One increases the chances of thriving if you are reading this, and you have of Sara’s passions involves fiction for all of us. We tend to surround the chance, do yourself a favor and writing, that’s why she is currently ourselves by closed groups of people, consider taking an interdisciplinary working on a crime novel. and write off others as different, but class, it will help you grapple with we all live connected to each other your own existence. in multiple ways—through territory,

26 quepasa.osu.edu Spring ’19 27 Return to SPF 0 Contenido Peyton Cristina Del Toro

26 quepasa.osu.edu Spring ’19 27 Return to Contenido SPF 0 Peyton Cristina Del Toro

28 quepasa.osu.edu Spring ’19 29 Spring 2019

Associates Degrees Cisneros, William, Biomedical Engineering Garlow, Josephine, Social Work Return to Cisneros, Matthew, Industrial and Systems Engineering Gazmarian, Brianna, Sport Industry Contenido Cisneros, Erin, Associate of Arts Clark, Sydney, Psychology Gehrmann, Mia, Education Diaz, Steven, Associate of Arts Clavijo, Ana, Neuroscience Goilo, Emma, Finance Forsythe, Ryan, Associate of Arts Cohen, Juliana, Psychology Gomez, Jonathan, Operations Management Hernandez, Shaina, Associate of Arts Colina, Ana-Maria, International Studies Gomez Huerta, Isaac, Psychology Hiland, Meghan, Associate of Arts Concepcion, Esther, Criminology and Criminal Justice Gonzalez, Kylie, Psychology Holland, Deborah, Associate of Arts Cooper-Reynoso, Paloma, Electrical and Computer Gonzalez, Christian, Communication Engineering Jaramillo, Jorge, Associate of Arts Gonzalez, Francisco, Astronaut Eng Copa, Andrew, Biomedical Engineering Lewis, Ava, Associate of Arts Gonzalez, Mikaelie, Rehab Sciencs Corcino, Brianna, Architecture Mason, James, Associate of Arts Gonzalez-Engle, Jonathan, Film Studies Novo, Nicolas, Associate of Arts Corona, Caroline, Public Management, Leadership, and Policy Gray, Tania, Marketing Nye, Brittney, Associate of Arts Corona, Caroline, City and Regional Planning Grove, Alysa, Sport Industry Ramirez, Jesus, Associate of Arts Corporan, Jailene, Nursing Guillen, Erika, Agriculture Sanchez, Alexander, Associate of Arts Crawshaw, Michael, Mathematics Gutmann Fuentes, Andrea, Linguistics Sanchez, Alondra, Associate of Arts Criado Madrid, Ignacio, Bachelor of Science Gyorfi, Glori-June, Communication Soga, Dylan, Associate of Arts Cruz, Kelsey, Family Science Handy, Cheyenne, Psychology Weigand, Michael, Associate of Arts Cuellar, Manuel, Industrial Design Harder, Kendra, Bio Eng Zendejas, Robin, Associate of Arts Dalea, Natalie, English Haro, Jesse, Information Sci Davies, Tabitha, Human Ecology Hay, Andrew, Industrial and Systems Engineering Bachelors Degrees Davis, Andrew, Geography Hengstenberg, Consuelo, Human Resources Abrams, Alexandra, Child and Youth Studies Davison, Bryce, Industrial and Systems Engineering Heredia-Bauer, Christian, Human Development and Family Science Abreu, Isis, Psychology De Leon, Victor, Neuroscience Hernandez, Juan, Political Science Acuna, Valeria, Biology de Leon, Agustina, Education Hernandez, Samantha, Air Transportation Aguilar Rodriguez, Jesus, Electrical and Computer Devine, Grace, Atmospheric Sciences Engineering Herrera, Thomas, Finance Diaz-Miranda, Jax, Marketing Aguilera-Alkire, Joshua, Marketing Higuera, Daniel, Art Education Dickerson, Bryan, German Aguinaga, Casey, History Hirbawi, Sabrin, Political Science Dickson, Ashley, Education Aguinaga, Casey, Political Science Ibrahim, Omar, Economics - 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28 quepasa.osu.edu Spring ’19 29 Mason, Maria, Operations Management Ramirez, Kinzi, Zoology Villares, Diego, Communication Return to McDaniel, Alexandra, Communication Ramirez, Caleb, Education Villarreal, Rebecca, Communication Contenido McIlwaine, Taylor, Education Ramsumair, Marissa, Bachelor of Science Vollmer, Noah, Political Science McNally, Kellyn, Psychology Ravens, Jordan, Rehab Sciencs Wadkowski, Andrew, Human Ecology McWilliams, Evan, Computer Science and Engineering Reckner, Leeann, Sociology Waggoner, Michael, Globalization Studies Melendez, Luis, Criminology and Criminal Justice Reinhold-Larsson, Nicole, Microbiology Wicker, Seth, Communication Mendez Nunez, Samara, Pharmaceutical Sciences Rentsch, Cameron, English Wiese, Nikolas, Human Resources Mendez-Lance, Clorissa, Social Work Reyes, Aleli, Psychology Wilburn, Joanna, Business Management Mendoza, Santiago, Biochemistry Reynoso, Gretchen, Social Work Winkle, Alexander, Mechanical Engineering Mendoza, Alicia, Bachelor of Science Riusech, Natalie, Public Management, Leadership, and Wisler, Michael, Marketing Policy Messina, Zachary, Bachelor of Science Wolfson, David, Electrical and Computer Engineering Rivera, Briana, Social Work Miller, Brett, Information Systems Wright, Aaron, Communication Rodriguez, Alexis, Communication Miller, Dane, Electrical and Computer Engineering Yazdani, Persia, Finance Rodriguez, Rut, Journalism Miniato, Mera, Finance Zamaripa-Griffith, Cassandra, Rehab Sciencs Rodriguez, Brianna, Psychology Mirabal, Alexander, Finance Zapata Ramirez, Oliver, Communication Romine, Dresden, Rehab Sciencs Miranda, Christian, Chemical Engineering Zepeda, Melissa, Music Education Rosado, Zachary, Accounting Mogus Garcia, Elizabeth, Spanish Zies, Noelle, Visual Communication Design Rosen, Enrique, Computer Science and Engineering Mogus Garcia, Elizabeth, Bachelor of Science Zurko Richardson, E'mari, Sociology Rotz, Anthony, Education Monasterio, Martin, Aeronautical and Astronautical Engineering Rowell, Mitchell, Rehab Sciencs Master Degrees Montesinos, Lucia, Human Ecology Rozario, Christina, Business Administration Moore, Henry, Accounting Rueda, Michael, Music Performance Acosta, Angela, Spanish & Portuguese Morales, John, Computer Science and Engineering Rybarczyk, Devan, Biology Aja Lopez, Lucia, Spanish & Portuguese Moreno, Brenna, Bachelor of Science Saari, Michael, Fine Arts Allmaras, Jennifer, Public Health Munoz-Salgado, Ariana, Psychology Saez, Aaron, Social Work Alvarez Padilla, Yesenia, Social Work Naughton, Daniel, Bachelor of Science Salas, Nicholas, Zoology Angeles Paz, Ferny, Business Nehs, Kyle, Communication Sandoval, Monica, Psychology Auza Gutierrez, Rodrigo, Aero and Astronautical Eng Niezgoda, Marlina, Fashion and Retail Studies Saniel-Banrey, Lillian, Architecture Barousse, Luke, Business Administration Nixon, Sean, Civil Engineering Santiago, Raymond, Neuroscience Bevelhymer-Rangel, Kurstie, Social Work Noriega, Kelly, Finance Santolalla 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Peyton Del Toro

I’m a masters student in Women’s, Gender, and Sexuality Studies. I’m a Chicana from metro Detroit, Michigan, and I study queer Latinx comics and, more broadly, queer Latinx pop culture representation. Fun fact: I did all-star cheer growing up and I still do choreography for teams all over the country.