Telling Stories That Never End: Valeria Luiselli, the Refugee Crisis at the US-Mexico Border, and the Big, Ambitious Archival Novel

Genre ◽  
2021 ◽  
Vol 54 (2) ◽  
pp. 167-193
Author(s):  
Valentina Montero Román

This essay argues that Valeria Luiselli's Lost Children Archive (2019) experiments with literary techniques often associated with the “big, ambitious novel” to represent the pervasive problems created by US racial construction. More specifically, it contends that Luiselli's novel evokes the archive in its fragmentation, recombinant organization, and narrative multiplicity as a means for demonstrating the complexity and relentlessness of the refugee crisis and the constructions of Latinx difference that develop alongside it. Creating a recursive, referential narrative form, Lost Children Archive highlights the absences of refugee voices, attends to the histories of violence that have led to their disappearance, and refuses to posit an answer to how the story of the crisis ends. This analysis reroutes theories of the big, ambitious novel through discussions of archival recovery, immigrant maximalism, and historical revision developed in feminist and critical race theory, and suggests that big, ambitious novel strategies like polyphony, fragmentation, and centripetal connectivity are the provenance of women and people of color at least as much as they are the domain of the white men often associated with the form.

Author(s):  
Natsu Taylor Saito ◽  
Akilah J. Kinnison

Racialized privilege and subordination impact children’s rights in many ways. This chapter begins with an overview of critical race theory (CRT), a framework that has been used primarily to assess the roles played by race and racism in the US legal system. It then summarizes key provisions of international law that prohibit racial discrimination and protect the right of all peoples to self-determination, focusing on how these norms impact children’s rights. Noting the importance of addressing the intersection of race and rights, this chapter suggests that the application of CRT principles could enhance the recognition of children’s rights in international law.


2021 ◽  
Vol 27 (2) ◽  
pp. 281-307
Author(s):  
Dean Spade ◽  
Aaron Belkin

Does advocating for queer and trans people to serve in the US military move the struggle for queer and trans justice forward toward liberation by improving the lives of queer and trans soldiers and increasing societal acceptance of queer and trans people? Or does it legitimize US military imperialism and increase the likelihood of more queer and trans people being abused and traumatized in the US military? This article consists of a conversation between Aaron Belkin, director of the Palm Center, who has spent decades advocating for queer and trans military inclusion, and Dean Spade, a trans racial- and- economic- justice–focused activist and scholar who opposes military inclusion advocacy. The conversation examines fundamental debates about the possibilities and limits of legal equality for marginalized and stigmatized groups, drawing on critical race theory, women of color feminisms, anticolonial critique, and competing theories of queer and trans liberation work.


2020 ◽  
pp. 107780042096016
Author(s):  
Lisette E. Torres

This critical autoethnography, informed by Critical Race Theory (CRT), intersectionality, and DisCrit, explores the lived experience of a disabled Latina mother-scholar during COVID-19. She uses meditation to think about macroscopic conceptions of independence and time, asking how COVID-19 has changed the way she relates to others and her scholarship. In the process of journaling and engaging in different evocative prompts, she has visceral responses to the death of George Floyd, the Black Lives Matter (BLM) Movement, and the suffering of Black, Indigenous, People of Color (BIPOC) communities. The author realizes that contemplative methodologies should center collective care and mending to “let go” of White supremacy, ableism, and sexism.


2020 ◽  
pp. 1-22 ◽  
Author(s):  
Mike Mena ◽  
Ofelia García

Abstract The discourse on the opening of a bilingual university along the Texas-Mexico border leads us to propose a theory of ‘converse racialization’ through which the local Spanish is being progressively ‘unmarked’ and disassociated from the language practice of Mexican Americans. Converse racialization, as the equal and opposite co-constituting underside of racialization, shifts the directionality of semiotic indexes away from a particular ‘race’ or ‘ethnicity’ (including whiteness) and produces an apparent state of ‘unmarkedness’. We argue that the process of ‘unmarking’ Spanish has social, economic, and racializing consequences. Specifically, the language-as-resource discourse obscures and rearticulates the ‘deficiency perspective’ that continues to perpetuate structural inequalities that Latinxs in the border face. (Racialization, higher education, critical race theory, bilingualism, neoliberalism)*


2021 ◽  
Vol 11 (11) ◽  
pp. 745
Author(s):  
Eddie Comeaux ◽  
Danielle Mireles ◽  
Anna Acha

Scholars have attempted to reveal the structural barriers that dis/abled students cope with and navigate during college, but it remains unclear how these students interpret their experiences on campus and what strategies they employ to manage and respond to unsupportive and hostile campus climates. In this paper, we describe freedom movements that sought to secure equal access to opportunities and rights for people with dis/abilities, and we highlight and explain forms of resistance among d/Deaf and dis/abled postsecondary students. To do so, we draw on dis/ability critical race theory and also advance the concept of campusmaking, which refers to the ways that students navigate complex campus spaces and create sites of togetherness and resistance. We discuss broader structural and climate issues facing college students with dis/abilities, particularly those who are Black, Indigenous, and people of color. In so doing, we gain insight into dis/abled student campusmaking amid and in spite of ableist and racist postsecondary contexts. We conclude with a discussion of the gaps in existing research and the questions that warrant further study.


2010 ◽  
Vol 4 (9) ◽  
pp. 779-788 ◽  
Author(s):  
Gabriella Sanchez ◽  
Mary Romero

Sign in / Sign up

Export Citation Format

Share Document