Running Head: SCHIZOPHRENIZING THE LATINO/A SUBJECTIVITY 1 Schizophrenizing the Latino/a Subjectivity: A Pedagogy of Transformation Adriana M. Boffa University of Alberta SCHIZOPHRENIZING THE LATINO/A SUBJECTIVITY 2 Table of Contents Abstract ...................................................................................................................................... 5 CHAPTER 1: Introduction ....................................................................................................... 6 Setting the Stage and a Framework .......................................................................................... 7 Context .................................................................................................................................... 9 Where is the Researcher Coming From? ................................................................................ 10 Educational Problematic and Significance ............................................................................. 11 Why Not Identity? ................................................................................................................. 12 Why the Latino/a subjectivity and popular culture? ............................................................ 18 CHAPTER 2: The Sense-able Task of Schizoanalysis ........................................................... 22 Conceptualizing Schizoanalysis ............................................................................................. 22 History, context, and understanding ................................................................................... 24 The event ....................................................................................................................... 24 Convergence .................................................................................................................. 26 Collaboration of desire .................................................................................................. 28 About desire .................................................................................................................. 29 Re-thinking Schizoanalysis as a "Methodology" .................................................................... 32 A research "sense-ability" .................................................................................................. 34 What Can Schizoanalysis Do? ............................................................................................... 37 It can map subjectivity ....................................................................................................... 37 SCHIZOPHRENIZING THE LATINO/A SUBJECTIVITY 3 It can intersect with popular culture.................................................................................... 39 Thinking with cinema ..................................................................................................... 40 It can create and transform ................................................................................................. 42 In the realm of education ............................................................................................... 43 A Sense-able Task ................................................................................................................. 43 CHAPTER 3: Rupturing Power Relations with Machete: Towards a Pedagogy of the Minoritarian ............................................................................................................................ 44 An Experiment in Doing ........................................................................................................ 45 Working with difference .................................................................................................... 47 Working with 'bios' ............................................................................................................ 48 The Source of Biopolitics ...................................................................................................... 50 Creating a Territory ............................................................................................................... 52 An image in mind .............................................................................................................. 54 Why be a 'real' person?....................................................................................................... 56 Coding the Body .................................................................................................................... 57 What can language do? ...................................................................................................... 59 What can Machete do? ....................................................................................................... 61 Create a refrain .................................................................................................................. 62 Elude the face .................................................................................................................... 64 Thinking Life Differently ...................................................................................................... 66 SCHIZOPHRENIZING THE LATINO/A SUBJECTIVITY 4 CHAPTER 4: What Might Become: Re-thinking the Latino/a Subjectivity ........................ 68 The Over-determined Face of Latin America ......................................................................... 70 The capitalist machine ....................................................................................................... 72 Problematizing Latino/a ................................................................................................ 74 Latino/a Becomings ............................................................................................................... 76 Towards a minoritarian becoming ...................................................................................... 76 Presenting an alternate face .......................................................................................... 78 Creating a sense event ................................................................................................... 81 Becoming with film ............................................................................................ 83 De-facing with visual art .................................................................................... 87 The Yet-to-Come ................................................................................................................... 89 CHAPTER 5: Towards a Minoritarian Education ................................................................ 91 How Negative Representations Affect the Student ................................................................. 92 What this means for teachers and students in schools ......................................................... 93 Changing how we think ...................................................................................................... 95 Creating spaces for becoming ............................................................................................ 97 References .............................................................................................................................. 100 Appendix A............................................................................................................................. 111 Appendix B ............................................................................................................................. 113 Appendix C ............................................................................................................................. 114 SCHIZOPHRENIZING THE LATINO/A SUBJECTIVITY 5 Abstract As an educator and as an immigrant to Canada who is sensitive to the various identity and integration issues of newcomers and those considered minorities, I am cognizant of the various images and (mis)representations of cultures which are reflected and perpetuated by others. In the classroom I find these societal cultural representations constraining, as the information in texts and curriculum is often presented in an over-simplistic and stereotypical manner. Consciously or not, educators can perpetuate these over-determinations and hence affect their students’ perceptions of others and themselves. The aim of my proposed qualitative curriculum inquiry is to initiate new conversations and connections for thinking about culture education and diversity in the classroom which go beyond the preconceived notions of what a cultural identity is or should be, and thus serving as a form of public pedagogy (Burdick, Sandlin, & O’Malley, 2014; jagodzinski, 2014). To accomplish this, I invoke a philosophy of difference and a schizonanalytic approach towards doing philosophy to create new potentials for a subject when in connection with concepts and popular culture texts to ask (Deleuze & Guattari, 1980/1987; Deleuze & Guattari, 1991/1994): How can cultural representations in the classroom be encountered and interacted with differently? What can Latino/a representations in popular culture do for constituting new conditions for thinking about a Latino/a subject? Keywords: Deleuze, Guattari, public pedagogy, popular culture, difference, minoritarian, Latino/a, subjectivity, culture education SCHIZOPHRENIZING THE LATINO/A SUBJECTIVITY 6 "Once you see the boundaries of your environment, they are no longer the boundaries