• DOI:10.1353/TJ.2018.0093
• Corpus ID: 135220164

The Latinx, Indigenous, and the Americas Graduate Class: Geography, Pedagogy, and Power

@article{Rossini2018TheLI,
  title={The Latinx, Indigenous, and the Americas Graduate Class: Geography, Pedagogy, and Power},
  author={Jon D. Rossini},
  journal={Theatre Journal},
  year={2018},
  volume={70},
  pages={443 - 445}
}

• Jon D. Rossini
• Published 31 January 2019
• Political Science
• Theatre Journal

We are in a cultural moment where conversations around the operations of power shift into the legitimacy of government authority and the question of action and its appropriate place and time. With heightened attention to immigration issues and increasingly brutal forms of questioning the social and cultural status of undocumented immigrants, legal residents, and even naturalized citizens comes outrage at changing practices and attitudes that shift without careful reflection or attention to consequences, intended or otherwise. I would suggest that one gesture we can make is to think carefully and critically about the spaces of engagement that we curate, foster, and participate in, specifically within spaces of training and scholarship in graduate programs in theatre and performance. Can we create environments in which careful and critical reflection is not merely a value within the relatively protected spaces of graduate study, but also something that matters in a larger world? Or, can we at least begin to enact the conditions for creating a time and space for real growth and thinking?