Adetty Pérez de Miles

2.44 Latina/o/x and Chicana/o/x: Decolonial Futurism(s) (Paper)

Adetty Pérez de Miles – Texas State University, USA

Abstract:

This research presentation delves into Latina/o and Chicana/o/x Futurism within visual arts, encompassing fashion, music, and film, to illustrate how feminist and decolonial theories have nurtured inter- and intra-ethnic and racial collaborations, influences, and solidarity. It aims to forge a novel connection between Latinx and Chicanx Futurisms by analysing art that highlights pleasure and joy as forms of liberation from the status quo and hegemonic culture. This analysis is crucial for charting new territories in art and art education, particularly in addressing sexism, racism, and economic and educational inaccessibility, thereby providing practical interventions for inclusivity and resistance. The presentation will feature a research discussion, visual examples of artists’ works, and an exploration of how this content is used to promote equity, diversity, inclusion, and belonging in educational courses. The mission of the field and the International Society for Education through Art (InSEA) is to support visual arts education that investigates the social context of teaching art. Learning and teaching about Latinx and Chicanx art and culture is pertinent and positively impacts diversity, advocacy, and dialogic pedagogy, which informs the future we collectively create and value. Addressing creative expressions within the context of Latinx concerns and culture offers a way to explore discourses and material practices that challenge and decolonize Eurocentric thought and curricula. Decolonizing the curriculum can lead to more inclusive and reflective futures for an increasingly diverse population, particularly in U.S. schools (EC-12 and tertiary), empowering tools of imagination and transformation for all students and educators.

8.24 Disrespectfully Latinx & Chicanx: The Language of Nonbinary, Trans, & People of Colour (Paper)

Adetty Pérez de Miles – Texas State University, USA

Abstract:

The term “Latinx” has sparked considerable debate in recent years. This presentation explores the adoption of the letter “x” in “Latinx” and the resulting language debates. The decolonial theories and practices of Latinx/Chicanx/a/o scholars, particularly Gloria Anzaldúa’s autohistoria-teoría, anticipated these debates and the broader quest for gender inclusivity. This research examines how gender-neutral terms inform our understanding of non-binary and transgender identities. It analyses contemporary critiques of non-normative gender-inclusive language and proposes that normalizing gender-neutral terms, such as they/them pronouns, can potentially conceal and reinscribe oppression related to gender identity. The presentation will underscore the importance of language and culture in shaping gender identity, expression, and agency. It encourages art educators to engage critically with non-normative language and gender inclusivity in ways that support, uplift, and matter to marginalized communities.