¿Qué Pasa, Ohio State? Autumn 2019, Vol. 29, No. 1

Volume 29 • Number 1 • Autumn 2019

quepasa.osu.edu

Making Space for Latinx Scholarship and Community

Quiénes Somos Rolando Rubalcava, Editor Luiza Corrêa, Art Director Yolanda Zepeda, Managing Director

Contributors Ana Gisela Diaz Angela M. Provenzano Carlos Berrios Caroline Shipley Elena Foulis Hannah Grace Morrison Henrique Takahashi Jacqueline Sampaio Leila Vieira Lidia Garcia Liz Morales Natalie N. Dalea Peyton Del Toro Rolando Rubalcava Sara Riva Yesenia Alvarez Padilla

The Office of Diversity and Inclusion publishes ¿Qué Pasa, Ohio State? each autumn and spring semester. ¿Qué Pasa, Ohio State? is proud to celebrate the achievements of Latinx in a variety of disciplines: art, politics, science, technology, literature, and more. Although not every discipline will be featured in each issue, each thematically organized issue will highlight the diversity of fields in which Latinx excel.

The Ohio State University is not responsible for the content and views of this publication. The publication does not necessarily reflect the views and opinions of the staff.

Note: We use the term “Latinx” to represent all Latino identities. Photos for each piece are provided by the author or interviewee unless otherwise noted.

On the Cover: “DACA Wall” Initiated by Love Notes for DREAMERS Project. Currently archived in University Library Special Collections, and on display in the Thompson Library Gallery Room 125

Esquina del Editor Voices of OSU Rolando Rubalcava, Editor

On September 5th, 2017, former Attorney General Jeff Sessions announced that the Trump Administration will rescind the Deferred Action for Childhood Arrivals (DACA) program. The announcement instantly put the citizenship status and academic standing of thousands of non-native born students into question. Campuses all over the country voiced their opinions through protests, petitions, and organizing efforts to show support for DACA students. Ohio State University demonstrated its support via poster boards composed of Post-it notes and flashcards with personalized messages from the OSU student body displayed in the South Oval, now archived in the University Special Collections. There were words of love, hope, and solidarity, shared by students all over campus in various languages. Currently, DACA students can 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, but support for it is overwhelming. This is an ongoing concern as more and more supporters of DACA make their voices heard. As advocates for students whose academic future is now in limbo, we must raise our voices to show support, and lift the voices that need to be heard.

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 Latinx presence on campus. Included in this issue are writings that are bilingual, 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 Riva, who experienced the support and resistance for her arguments on border abolition at an academic conference in Queensland. Hannah Grace Morrison’s poem Tripping in Translation taps into the double-edged benefits of adopting a new language. Elena Foulis writes about the progressive efforts of Latinx scholars 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 students. At the center of this issue is a spread of past QuePasa editors, reflecting on their past contributions and updates on where they are now. This issue serves as commencement for the voices that made QuePasa what it is, and where it is going.

Making space for Latinx voices is rooted historically in overcoming marginalization, where the make ranges from student organizations working together, to activism that involves campus wide efforts. QuePasa is more than a magazine, but a space where the hopes, anxieties, and wishes of the Latinx community can be heard at OSU. As readers pick up the issue, circulating across 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 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, promoting a kind of inclusion on a campus-wide scale. I am proud to present this series of writings, and I look forward to lifting the voices that wish to be heard.

With Hope, Love, and a Penchant for Good Stories,

Rolando Rubalcava Editor for QuePasa Magazine - Fall ‘19

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Tripping in Translation

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Hannah Grace Morrison

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Edit-a-Thon

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Todavia Me Acuerdo

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Resignificando a própria Cultura: Carimbó, um ritmo musical amazônida?

Leila Vieira

Carlos Berrios

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20.21 Performing Our Stories Elena Foulis

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Yuyanakunawan sunqunchikwan k’askarikunkupuni Caroline Shipley

Resignifying Culture Itself: Carimbó, an Amazonian musical rhythm?

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Jacqueline Sampaio

This is Not a Translation of the Accompanying Text in Quechua Caroline Shipley

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Speaking Puerto Rican

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Vai Pra Cuba!

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Go To Cuba!

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Reflections on the Collective Impact of Latinx Scholars

Ana Gisela Diaz

Introducing SCOPE to Ohio State University

Lidia Garcia and Liz Morales

Angela M. Provenzano

Jacqueline Sampaio

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Commencement: A Profile on Past QuePasa Editors

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Dr. Jill Galvan, An Advocate for Diversity in Humanities Natalie N. Dalea

Henrique Takahashi

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Henrique Takahashi

The TheRelevance Relevance of of Latinx Latinx Studies Sara Sara Riva Riva

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Yesenia Alvarez Padilla

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A Walk Through the Gallery Rolando Rubalcava

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Peyton Del Toro

Autumn '18 and Spring '19 Graduates

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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 española de tobacco o el perfume de la montaña lluviosa de Celaque.

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Hannah Grace Morrison is a poet from Ohio. She writes in English, Spanglish, and Spanish. She works with themes of belongingness, identity and language borders. She loves slam poetry and performance poetry.

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Latinx Edit-a-Thon Leila Vieira

On April 19th 2019, nearly 40 participants, including undergraduate students, graduate students, faculty, staff, and alumni, came together at the Research Commons in the 18th Ave. Library to edit Wikipedia pages pertaining to the field of Latinx Studies.

Sponsored by the Office of Diversity and Inclusion, the Department of Spanish and Portuguese, and University Libraries, the Latinx Studies Edit-a-Thon enabled students to create knowledge and foster their digital citizenship. For graduate students Leila Vieira and Cesar Lopes Gemelli, the organizers of this event, the Latinx Studies Edit-a-thon served three goals: 1) increasing visibility of minority populations on the internet, 2) publicizing what students learn in class to global audiences, and 3) empowering students to create knowledge and take charge of their learning. At the Edit-a-thon,

attendees had the control and access of information in their hands. It was up to them to judge which facts and information were relevant, important, and worthy of being shared widely.

Gonzalez, Matilde Montoya, Eileen Coparropa, Azucena Maizani, and Marcela Serrano. In total, participants contributed 183 edits across 70 articles as well as 4 original articles.

Those who attended improved information on existing pages about Argentine Americans, Chilean Americans, Dominican Americans, Peruvian Americans, Colombian Americans, Guatemalan Americans, and Nicaraguan Americans by adding information about the history and characteristics of these groups. In the page on Dominican Americans, information was added about the migration of Dominicans to the United States during the 20th century and the Trujillo dictatorship.

Some attendees focused on the Wikipedia pages of literary writers, such as Maya Chinchilla, Rhina Espaillat, Hector Tobar, and Elizabeth Acevedo, as well as on the creation of new pages for authors including Sergio Waisman (Argentine), Ani Palacios (Peruvian), and Maurice Kilwein Guevara (Colombian).

Some students chose to translate pages from the Spanish Wikipedia article in order to improve the English Wikipedia pages of important Latin American women, such as Beatriz

We are especially grateful to the students of the SPANISH 4557.20 (Introduction to Other Latino Literature in the U.S.), graduate student Stacey Alex, Latin American Studies Librarian Pamela Espinosa de los Monteros, alumni and OSU Wikipedia Connection founder Kevin Payravi. We are also thankful for the help from Director for the Center for Languages, Literatures, and Cultures Dr. Glen Martinez and Assistant Vice Provost for the Office of Diversity and Inclusion Yolanda Zepeda for their contribution to this event.

Leila Vieira is a PhD student in Latin American Literatures & Cultures in the Department of Spanish and Portuguese. Her research focuses on Southern Cone Latinx placemaking in the United States. Originally from Brazil, she analyzes how migrants from her own country and neighboring Argentina find and create places of belonging in the US.

Spring ’19

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Todavía me acuerdo ...

Angela M. Provenzano

I still remember the sound of the roosters in the morning. Siempre me levantaba antes del sol. Todavía me acuerdo cuando me ponía los zapatos a las cinco menos cuarto para “correr” con mi “papá nica.” Corríamos por un ratito, pero siempre alguien iniciaba una conversación como una excusa para caminar. Cuando caminábamos, hablábamos de casi todo el universo— del gobierno, de la familia, de la comida, de la historia, de cualquier cosa. Quizás, sólo entendí la mitad de la conversación con mi español roto.

Pero, siempre asentía la cabeza y decía “sí” acordando. Después de una

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hora de “correr intensivamente” en la misma ruta todos los días, parábamos en la casa de la abuela para beber jugo de piña y espinaca. Y a veces, comparamos pan dulce de la calle para recuperarnos. Después, yo me dormía por dos horas mientras que toda la familia se preparaba para el día. La gringa perezosa ¡Qué típico! These days I don’t run, I only sleep until I have to go to class.

porque extrañaba a mi novio y estaba pensando en cambiar escuelas cuando volviera a los Estados Unidos.

Los consejos de mi mamá siempre eran los mismos: “Tu mente está allá y no está aquí” … “Angela, si él te ama, va a esperarte” … y mi favorito “todo o nada.” Y cuando yo traté de comer la mitad de la tortilla con mi desayuno, ella me dijo lo mismo… “todo o nada.”

Era su lema de vida. These days, Todavía me acuerdo de las hours of conversation no longer exist. conversaciones de la mañana con My morning interactions consist of mi mamá nica. Podíamos hablar por ten minutes with Instagram and five horas sobre mis dificultades y nuestras minutes with half a slice of bread and experiencias. Estaba ansiosa a veces eggs.

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Todavía me acuerdo las noches locas con mi hermana en el bar local llamado “Caramanchel.” Now it no longer exists. Todavía me acuerdo el sabor amargo de una botella de Toña (la cerveza local) y una más botella de Toña y una más hasta que la Toña se quedó sin sabor. Bailábamos toda la noche bailes formales como la bachata y el tango. No podía bailar muy bien, pero la toña ayudaba mi confianza. Bailábamos hasta casi las cinco de la mañana y regresábamos a la casa con el regreso del sol en la cama del camión. Yo me sentía libre y viva con el viento en mi pelo, Toña en mi estómago, y risas con todo. Una vez, mi hermana enteró su dormitorio según una noche larga, cuando salí de mi dormitorio para un día de viajes a las cinco de la mañana. Nos reímos en la diferencia de horarios. But now, in the United States, I only drink expensive drinks with my boyfriend at my friend’s house and return to my house by midnight. We don’t dance, but only drink for the reason of consuming alcohol because there is nothing else to do.

is not much room for errors because the gringa with privilege. I couldn’t I need to get into graduate school to because the streets were full of enter a successful profession. protests and rifles. I couldn’t because the university I attended closed due to government interference. Education Todavía, me acuerdo las estrellas was seen as a threat to power. I brillantes. Veía las estrellas por la couldn’t because Caramanchel and terraza cada noche para reflexionar. many restaraunts closed. It was Mis pensamientos saltaron entre death wish to leave at night. I couldn’t estrella a estrella, hasta que se because the security of the gringa formaron una constelación de mi perezosa is “what’s most important.” mente. En la terraza, discernía And all of these horrific things still entre las preguntas grandes y las exist. pequeñas. Aquí, di cuenta que no estaba muy feliz con mi vida en mi país y necesitaba hacer un These “scandalous” happenings cambio para ser más similar a mi disappeared from the news personalidad aquí. Conversé con headlines, but didn’t disappears from dios sobre todo sin un filtro de the daily lives of nicaraguans. The formalidad. Las estrellas siempre part of my heart that never left my ponían mi vida en perspectiva. Las casa nica, somehow felt a very tiny estrellas revelaron las decisiones part of my family’s pain. I didn’t want que cambiarían el curso de mi vida. to be the gringa that left and forgot.

And now, I only glare at a white There are enough gringos that leave cieling before falling asleep. and forget.

When I returned to the United States, a part of my heart still remained in the house of my Nicaraguan family.

After 5 months without the sound of roosters, without morning runs, Todavía me acuerdo mis palabras without long conversations, without incorrectas. Cuando yo dije una Toñas and dancing, without incorrect palabra o frase incorrecta, mi familia words, and without gazing at the decía la palabra incorrecta por el stars, I purchased a plane ticket to resto del tiempo que estaba allí. Una visit. I was very excited to return to broma sin fin. Los plátanos maduros my second home and find the missing eran “maderas,” el suave para lavar piece my heart was so longing for. ropa era “suavecito,” y los masajes The trip would only last a week, but it 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 Now, my life is pretty serious—I work dead by the government. I couldn’t at my job, I work in school, and there because the gringa perezosa is

Because I couldn’t return, I am trying to honor Nicaragua here in the United States. I sometimes wake up before class to attend a yoga class with my Friends. I call my mom at home more frequently to talk with her and listen to her advice. I still use cognates incorrectly when I send messages to my familia nica using WhatsApp. And sometimes, I look at the stars and think “una vida tan bonita.” Y me recuerdo que nunca debería ser la gringa que se fue y se olvidara.

I'm from Connecticut and studied abroad in Nicaragua for 4 months my sophomore year of undergrad. I've always had a passion for expressing myself through writing, as an expressive, concrete means to bridge to the abstractness of humanity.

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Resignificando a própria Cultura: Carimbó, um ritmo musical amazônida?

EM

Jaqueline Sampaio

meio as discussões cada vez mais intensas sobre a identidade de um povo que embalam departamentos como os que faço parte, eu, aluna do quarto ano no programa de Ph.D. da Ohio State University, comecei a questionar os símbolos que marcam a minha 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.

O Carimbó, gênero musical popular no estado do Pará, Brasil, é uma das danças que fazem parte da minha infância e, portanto, um importante símbolo de identidade. Por vezes, em festas escolares quando mais nova e agora em bares que frequento com meus amigos, fui e ainda sou embalada pelo seu ritmo alucinante que mistura o som de tambores e guitarrada. Seja vestida com o traje típico, girando ao redor do meu próprio eixo enquanto era “cortejada” pelo meu par, ou com roupas normais, o carimbó para mim era um símbolo regional que não conseguia associar com nada que fosse fora do Pará.

Pela primeira vez tive vontade de conhecer mais a fundo e, quem sabe, se poderia ver naquela pequena porção indícios de latinidade, embora pela etimologia da palavra o ser latino já faz parte de mim pelo fato de ser falante do português, língua de origem latina.

A história do Carimbó ainda é uma incógnita para muitos daqueles que cresceram ouvindo as músicas, e me incluo nesse processo, compostas por exemplo pelo cantor Augusto Rodrigues, o Mestre Verequete, um dos mais importantes musicistas do gênero e um dos poucos que 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-

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escravos no nordeste paraense, mais especificamente na ilha do Marajó, lugar que muitas vezes frequentei.

Cultuada principalmente pelos povos ribeirinhos, no rodar de saias e cortejo dos pescadores para as belas damas, foi ganhando corpo na minha cabeça a ideia de que o Carimbó, por ser a junção de dois povos diferentes que compartilharam a mesma sina da escravidão, se equipara a história de tantos outros ritmos musicais latinos que

combinaram elementos culturais das minorias e construíram assim algo próprio que mantinha os viventes do “Novo Mundo” e seus descendentes unidos. Pode-se, então, conectar esse ritmo de dança com outras práticas culturais sincréticas de países na América do Sul e Central que conheci ao longo de meu contato com ritmos musicais da América do Norte e Sul como a Rumba cubana de Porto Rico ou o Vals peruano da América Andina.

Durante uma curta visita ao Brasil em meados de julho, me deparei com a apresentação do grupo de Carimbó Moara, belamente registrado pelos olhos do fotógrafo paraense Thiago Batista, e ao ouvir mais tarde os sons da banda, identificando com eles tra-ços de culturas ancestrais africanas e indígenas para dar origem a algo novo, pude enfim conectados a ideia de latinidade. Esse novo olhar foi o princípio de algo novo operandose dentro de mim em busca da minha própria identidade a partir da forma como os estadunidenses me classificaram desde a minha primeira vinda a esse país e compreender de forma mais extensa o que seria latinidade. Não apenas a noção linguística que nos conecta, como a ideia de comunidade representada em uma cultura que uniu e une os povos de diferentes raças, responsáveis pela construção de uma identidade hibrida nas nações latino-americanas.

Resignifying Culture itself: Carimbó, an Amazonian musical rhythm?

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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.

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the middle of intense discussions about the identity of people that involving departments like the ones I belong to, me, a fourth-year graduate student at Ohio State University, began to question the symbols that mark my identity as a daughter of the Amazonian lands in northern Brazil. This phenomenon began 3 years ago when I moved to the United States because of my studies.

In a simple form where new students needed to fit into racial categories of the most different kinds, I was given a space where I should use identity information to respond.

Being educated to introduce myself as a Brazilian, I did not even know at the beginning how to classify myself into a racial classification besides that. The possible option among African Americans, Indians or Asians could be “Latin” or “Other”. I marked “others” for a while during the time that I was understanding more about being Latina by the studies I developed and knowing the word in all its meanings.

Everything that surrounded me in childhood was resignified as I noticed the features which showed a mixed culture that previously did not seem visible to untrained eyes.

Carimbó, a popular music genre in the state of Pará, Brazil, is one of the dances that was part of my childhood and, therefore, an important symbol of identity. Sometimes

Jaqueline Sampaio is a fourth year Graduate student at Ohio State University. Her field is 21th Century Brazilian literature and her research is focused in Luso-Brazilian black women writers. she teaches Spanish and Portuguese, both face-to-face and online courses.

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 procession of fishermen to the beautiful ladies, the idea that Carimbó, being the junction of two different cultures who shared the same fate of slavery came into my head with the story of so many other Latin musical rhythms that combined minority cultural elements and thus built something of their own that held the “New World” living together and their descendants together. You can then connect this dance rhythm with other syncretic cultural practices of countries in South and Central America that I have known throughout my contact with North and South American musical rhythms such as the Cuban Rumba of Puerto Rico or the Peruvian Vals from Andean America.

During a short visit to Brazil in mid-July, I came across the presentation of the group of Carimbó Moara, beautifully recorded by the eyes of Pará photographer Thiago Batista, and later listening to the sounds of the band, identifying with them traces of African ancestral cultures. and indigenous that gave rise to something new, I could finally connect the musical rhythm to the idea of latinity. This new look was the beginning of something new working within me in search of my own identity from the way Americans have classified me since my first visit to this country and to understand fully what Latinness would be. Not only the linguistic notion 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 in Latin American nations.

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SPEAKING PUERTO RICAN Ana Gisela Diaz

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he Iberian accented Spanish coming from the parking lot at the Luis Muñoz Marin International Airport struck me first. The automated voice that welcomed me to San Juan, Puerto Rico sounded weird and foreign.

The sound of the Ceceo invading my Caribbean island inexplicably angered me. Couldn’t the Spanish company running the airport hire a local person to record the message? For a few moments I thought, are we a Spanish colony again? Islanders do not speak like that.

before his death was an awkward affair. He looked confused. He was quiet while my brother kept the conversation going. In truth, my father had stopped looking to the future many years ago.

Puerto Rico is located between the Dominican Republic and the Virgin Islands. You can call Puerto Rico whatever you want: a non-incorporated territory, a commonwealth, an island on a big ocean. In 1898, American forces took it from a decadent Spanish Empire. Shortly thereafter, the US Supreme Court defined the territory "foreign to the United States in a domestic sense." In 1917, undeterred by the country’s foreign proclivities, Congress granted US citizenship to all residents of Puerto Rico and their posterity. In 1952, it provided Puerto Rico limited home rule. Through it all, the island played a key role as a military stronghold and buffer against the spread of communism in Latin America.

These days I am part of the Puerto Rican diaspora. I was born, raised, and educated in Puerto Rico. I have lived in the mainland US on and off for approximately 15 years, and for the past six I have been a Spanish language lecturer at The Ohio State University. My spoken English is adequate for the tasks on hand: making a living, staying connected, and living life.

My thoughts about the Ceceo Puerto Rican Spanish is its own subsided and my mind refocused breed, bringing together Spanish, on the moment. In many ways, this English, Arawak, and African trip was mandatory. words that have molded in a unique My father’s sudden death brought way. We do not eat “naranjas”, but me back home. Additionally, this “chinas”; we don’t travel by autobus was my first trip since Hurricane but by “guagua” and these past María’s onslaught leveled the few years I felt that someone has Island. I needed to bury the past thrown a fufú (a curse) on my family, while scanning the future. The drive my country, and me. People speak 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 still everywhere. Trees had been to la tienda por departamentos yanked from their roots by a force of (department store). We don’t go nature that reminded everyone how “de compras” but shopping. No brittle our country was. Like me, my estamos bien but estamos OK. We Korean War veteran father was not don’t say Hasta Luego but Bye. an “American”. He did not feel at The neighbors are not simpáticos home when speaking English. His but nice. The Spanish American first meeting with his adult English- War, you could argue, is still being speaking grandchildren a year fought at a linguistic level.

I got to my father’s empty house and met my nephew. He cried softly while explaining in that mixture of Spanish and English what happened. The neighbors came to give their condolences “Ay Bendito m’ija, lo siento tanto.” (How sad my daughter, I am really sorry).

The Puerto Rican “Ay Bendito” is not only a phrase. It represents a whole way of seeing life. It gives you hope. Usually, it doesn’t solve anything. It is a palliative against the harshness of the world.

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My father had requested a military burial. He was laid to rest in country’s National Cemetery.

All the signs are in English, and you can listen to it everywhere.

The Spanish-language service was beautiful. I still can hear the haunting sound of the bugle playing Taps. I remember the perfunctory words of the young officer thanking our family for our father’s service to the nation, a nation that these days I don’t understand and that appears to have rejected us. These days I don’t feel American. Not sure if I ever did. As the ceremony drew to a close, my older sister clung to the American flag given to her. She seemed fragile as if that flag was her sole possession. I couldn’t look any longer. While my mind told me “time to go”, the warm Caribbean breeze whispered into my ear “quédate” (stay home).

My name is Ana Gisela Díaz. I was born and raised in San Juan, Puerto Rico. I have two masters degrees; one in Comparative Literature (French, Spanish and Hispanic Caribbean literature) and another in Library Science.

I have been living in Columbus, Ohio for the past 9 years.

Spring ’19

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VAI PRA CUBA!

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Henrique Takahashi

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Nos últimos anos ganhou força nas ruas brasileiras a expressão: “vai para Cuba!” e para explica-la melhor é preciso ir a última eleição presidencial brasileira. Eu mudei do Brasil para os Estados Unidos em agosto de 2018, véspera das eleições presidenciais, eleições marcadas pela radical polarização política que atingiu a vida cotidiana das famílias.

Pais que deixaram de falar com os filhos. Tios que não se encontram mais com os sobrinhos. Festas de família com ofensas mútuas. Famílias que se silenciaram. Amizades interrompidas. Por sorte (ou não) não vivi diretamente estes momentos.

Esta polarização ocorreu devido à guinada para a extrema direita de uma parcela da população brasileira. Apesar do explícito posicionamento protofascista do então candidato à presidência da república, Jair Bolsonaro, muitos familiares (incluso os meus) votaram por ele. Quando digo “protofascista” não é uma força de expressão. Ele é conhecido por seu posicionamento explicitamente anti-democrático. O exemplo a seguir que é apenas um entre vários outros, ao longo dos 28 anos em sua trajetória na vida pública: Me desculpa, mas através do voto você não vai mudar nada nesse país, absolutamente nada. Só vai mudar, infelizmente, quando um dia nós partirmos para uma guerra civil aqui dentro. E fazer um trabalho que o regime militar não fez, matando uns 30 mil, começando pelo FHC [ex-presidente Fernando Henrique Cardoso]. Se vai morrer alguns inocentes, tudo bem. Em tudo quanto é guerra morrem inocentes. (Entrevista ao Programa Câmara Aberta, 23/05/1999) “Vai para Cuba” em português não possui o mesmo significado que em inglês. Enquanto “Go to Cuba!” soaria como alguém entusiasmado em beber mojitos, fumar charutos cubanos e passear pelas ruas de Havana com os carros coloridos dos anos 50, a expressão brasileira seria um imperativo higienista utilizado pelos apoiadores de Bolsonaro.

Em outras palavras, o sentido da expressão “vai pra Cuba” significa que se você discorda da política bolsonarista, você é um mal para a nação, você deve abandonar o país, você é comunista. Não há espaço para oposição e crítica ao governo, como existente em qualquer regime democrático. Qualquer um que discorde de suas políticas é reduzido por comunista e não pertence ao Brasil. Se você criticar o governo, vá para Cuba. Então, como crítico e opositor ao governo bolsonarista, fui a Cuba.

Durante esta viagem houve uma frase emblemática que ecoa na minha cabeça. Dos 15 dias que estive lá, passei apenas uma tarde em Habana Vieja. A minha cara amarela me demarcava como turista e era um atrativo para me venderem coisas. Em um determinado momento, um cubano aproxima-se de mim e começa a vender um serviço de guia turístico. Eu respondo “no, gracias”, ele pergunta: “¿De dónde eres?” surpreso por falar espanhol. Respondi: “Soy de Brasil”. Passado a surpresa de minha suposta brasilidade, ele começa a conversar de forma muito simpática comigo. Brasil

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é um rótulo que gera simpatia. Ele decidiu “abrir-se” comigo.

Me disse que era bailarino, que havia apresentado na Rússia, que a vida em Cuba era muito difícil e que tinha acesso a poucas coisas. Neste momento disse a frase: “Aquí en Cuba no tenemos nada, solamente tenemos salud y educación”.

Esta frase não significa “pelo menos temos saúde e educação gratuitas”, mas que saúde e educação são acessórias. Perguntei a mim mesmo: “O que seria para ele mais importante que saúde e educação?”. Lembrei da resposta que um amigo gringo me deu ao perguntar: “Quando você acha que vai terminar de pagar a faculdade?”. Ele disse: “creio que vou pagar por toda a minha vida”. Em geral os estudantes estadunidenses (pelo menos aos quais eu ensino) me disseram que a dívida ao sair da universidade gira em torno de 500 mil dólares (sim, 2 milhões de reais).

Quando comento em sala de aula que eu estudei em uma universidade pública no Brasil e não paguei por ela (toda a população paga via impostos), meus alunos fazem uma cara de “no way!”.

Esta viagem me permitiu iniciar a desconstrução dos estereótipos e das inúmeras simplificações que se fazem de Cuba. O antropólogo brasileiro Roberto DaMatta costumeiramente respondia à pergunta “o que é o Brasil?” com outra pergunta: “em relação ao quê?”. Segundo o antropólogo não haveria uma essência brasileira. O que existiria é uma noção de brasilidade em relação a algo externo ao Brasil. Em sua experiência pessoal, a comparação seria feita em relação aos Estados Unidos, onde foi professor por muitos anos. Da mesma maneira que sai de Cuba não como O-especialista-em-Cuba, a ilha me permitiu ver outras coisas que não havia visto no Brasil. Em relação a Cuba em si mesma, voltei com menos certezas do que havia. E em relação ao Brasil, voltei com mais urgências.

Graduate Student, Portuguese, Progra and Literary Studie In Japan, an immigr

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In previous years, an expression that became popular on Brazilian streets was “Go to Cuba!”. I moved from Brazil to the United States in August 2018, two months before the presidential election. The elections were marked by the radical political polarization which reached the daily lives of families.

Parents stopped talking with their sons. Uncles and aunties didn’t gather with cousins anymore.

People would say insults at family dinners.

Friendships were broken. Hopefully (or not) I didn’t experience directly these moments.

Department of Spanish and am of Latin American Cultural es. "In the US, an immigrant. rant. In Brazil, an immigrant".

of the Bolsonarist policies you’re the evil to the nation, you must abandon the country, or just you’re a communist. There is no space to oppose or criticize the government as any democratic country. Anyone who disagrees with his policies is reduced to a communist and doesn’t belong in Brazil anymore.

If you criticize his government, go to Cuba. So, as a critic and opposition to Bolsonaro’s government, I went to Cuba.

During this travel, I heard an emblematic phrase which echoed in my mind. From the fifteen days that I was there, I spent only one day at Habana Vieja. My yellow face demarcated me as a tourist, and it was an attraction to sell things to me. In one moment, a Cuban guy approached to me and started to sell a touristic guide service. I answer him “no, gracias” (no, thank you). He asked me “¿De dónde eres?”

(Where are you from?) surprised with my Spanish fluency. I answered back: “Soy de Brasil” (I’m from Brazil). He started to talk to me very sympathetically, right after his surprise of my supposed Brazilianness. Brazil is a label which generates sympathy, so he decided to “be open” with me. He told me that he was ballet dancer, ( no "and the") had presented in Russia, and that their life in Cuba was very tough, and then he had access to few things. In this moment he said the phrase: “Aquí en Cuba no tenemos nada, solamente tenemos salud y educación” (Here in Cuba we have nothing, just health and education).

This polarization was driven by the alt right wing arm of the Brazilian population. Although the explicit profascist positioning

by Jair Bolsonaro who was running for President in 2018, was disturbing, several members of my family voted for him. When I said “profascist”, it is not a metaphor. He is well-known for his anti-democratic discourse.

The following quote is one of the many others public statements This phrase doesn’t mean “at least we have free public throughout his twenty-eight health and education”, but it means that health and education years as a public figure: 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], During my trip, I helped deconstruct this stereotype for not kicking them out, killing!

Cubans, giving me an opportunity to reflect more about If some innocent people Brazil. The Brazilian anthropologist Roberto DaMatta usually are going to die, fine, in any answered the question “What is Brazil?” with another question: war, innocents die.” (Câmara “in relation to what?”. For the anthropologist, a Brazilian Aberta TV program, May 23, essence as national identity doesn’t exist. What exists now 1999) 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 Henrique Takahashi supporters.

In other words, the sense of the expression “go to Cuba” means that if you disagree

GO TO CUBA!

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Yesenia Alvarez Padilla

Reflections on the collective impact of Latinx scholars

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If I reflect on the mission and purpose of ¿Que Pasa OSU?, essentially the magazine exists to serve as an outlet for the existing and thriving Latinx community at Ohio State. In 1994, as I was germinating in my mother’s womb, Latinx scholars were sharing their experiences and concerns while attending Ohio State publishing the first edition of the magazine in Spanish and English. Over the span of the 25 years that ¿Que Pasa OSU? has continued serving as an outlet for Latinx students, more and more Latinx scholars from various states across the US and from Latin America have graduated from Ohio State or have worked at the University, ultimately having a positive impact on the Latinx community at large. Hundreds of Latinx students and academics have collaborated to engage in innovative and impactful projects.

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 colleagues and I to participate and present 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 in Colombia. We attended presentations by scholars who discussed topics ranging studies related to human trafficking, masculinity, and southern border issues.

We saw ordinary people simply trying to live a better life, as they carried bags and boxes full of items to take back 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

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their homes in Venezuela to Lima, Peru.

As the daughter of Mexican immigrants, I was able to experience the similarities and contrast that exists between my Mexican-American background and Colombian culture. This experience made me reflect on what being Latinx, on what Latinidad means to me. Although as I saw throughout my experiences in Colombia, there are many differences even among Latin Americans.

Without the growing support and progress that Latino scholars have made over time at Ohio State, this opportunity may not have been available. When scholars from diverse backgrounds are given the opportunity to conduct research and have influence in academic settings, scholars are able to create opportunities and work to serve the diverse communities that they come from.

Yesenia is a first year PhD student at the College of Social Work.

She is a first-generation college student whose parents immigrated from Jalisco, Mexico. Her research interests revolve around access to higher education for first-generation students, immigration, and financial capability and asset building.

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A Walk Through the Exhibit

"Go to where the silence is" Amy Goodman

wide student-led initiatives. These efforts planted the seeds of student activism that exists today. In the case that sits near the end of the exhibit are student made flyers advocating for change beyond the student body, into the social and the structural, including protesting the Vietnam War, student housing segregation, and ousting university presidents. Above are pictures of students leading campus marches and making picket signs ready to take to the streets. Here, student activism becomes the focal point of student life at OSU. The placard above the final case helps solidify the connection between student life and student activism, stating, “Throughout its history, students have taken a stand related to national issues such as violence against women, police brutality, divestiture from South Africa, and immigration. In many cases, these student activists mirrored sentiments throughout the country, pushing the university to address some of the struggles with the same issues”. Activism is still very much a part of student life. The evidence is seen in the signs showing solidarity for DACA students and student athletes protesting for social justice. Activism is not only a part of OSU student history, but runs vibrant in the veins of the OSU student identity.

Rolando Rubalcava

I’m standing in front of the new exhibit at the Thompson Gallery, entitled Scarlet and Gray: The Student Experience. I’m a little reluctant to walk in, as I’ve been conditioned to be wary of museums and their diversification efforts. No matter how much I enjoy walking into museums, it does not take long to be reminded about the curating efforts by those who have never felt marginalized. I’ve been at Ohio State for a year now, yet I still struggle to identify as a Buckeye.

The events, the games, the swag students wear- it’s not for me, a brown guy from California, raised in a house where Spanish is the dominant language. So when someone recommended the new exhibit, I didn’t know what to expect, but I knew where my reluctance was coming from. Before walking through the front doors, I see two porcelain-white mannequins, Abercrombie and Fitch-esque, dressed in OSU clothing. My reluctance turns into resistance. As I walk in, past the infographics, a couple more mannequins, and several cases filled with old flyers for past football games, there’s a space in the back corner called “Fan Cave”, replicating what a dorm room looks like on game day. There’s a flat screen TV mounted on the wall, with folding chairs parked in front, and pennants on the windows. A group of freshman students who grew up in an area where Saturday football was the local event would feel at home here. Not me.

The space has a design that welcomes visitors to see and feel, but to me, this space is inaccessible. Almost completely disaffected, I move to the left, into the second half of the exhibit.

Right before leaving, the attendant reminds me of three glass cases with more student flyers. With my new perspective, seeing these leaflets of more student organizations transports me back in time, visualizing myself working in the basements with these organizers, 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.

The exhibit runs until January 19, 2020, located at I’m currently looking at artifacts of groups advocating for 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 archives@osu.edu to learn more.

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Commencement: A Profile on Past Que Pasa Editors

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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

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theme would provide a narrative and sense of cohesion to each issue, and it would serve a greater purpose by identifying collective goals across everything that the campus and the citizens of Ohio were doing to serve the Latinx community."

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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!

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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!

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Introducing S.C.O.P.E at Ohio State University Lidia Garcia & Liz Morales

Lidia Garcia is the president of SCOPE and a 3rd year at OSU seeking a dual degree in Women’s Gender and Sexuality and Public Affairs with a minor in Latino studies.

Liz Morales is the treasurer for SCOPE and a 3rd year at OSU studying Civil Engineering with a minor in Latino Studies.

Heder Ubaldo is the vice president for SCOPE and a 3rd year Welding Engineering major

SCOPE logo design by Heder Ubaldo

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 September 2017, the battle for education has not ended for those students.

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 for students who, because DACA was rescinded, were no longer able to apply, were never eligible or never applied. As an organization, we want to provide an inclusive space that is not restricted to latina/o/x 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 to making places of higher education inclusive and responsive to all student needs. S.C.O.P.E. is committed to voicing students’ concerns, which are 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 and aims to create a community of passionate leaders who are unapologetic about their journey through 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 please contact: scope.tosu@gmail.com Spring ’19

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PERFORMING OUR HISTORIES

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Elena Foulis Carlos Martinez Camila Fredericks

Over the past year, we have been encouraged by the work of many Latina/o/x writers who research the impact of education on Latina/o/x students at various universities.

These thinkers address some of the institutional systems that often disregard the importance of creating opportunities inside and outside the classroom that incorporates students’ cultural ways of knowing. Whether you are a faculty member, staff or student, we are motivated and more likely to be engaged in activities or organizations that embrace who we are and our ways of knowing as assets that bring value to the places we inhabit—work, school, community. Indeed, finding our place or our sense of belonging is a lifetime quest because, inevitably, we experience change in our school, neighborhoods, or work. Odds are that if you are a college student, the moment you begin your college search or your freshman year, you will be encouraged to find your own niche in a student organization, group or activity.

Sometimes, this also means that you should work together to create something new, or that you are willing to be vulnerable enough to try something different. Last Spring, we worked together in a performance ensemble piece based on oral histories and our experiences with language. Although,

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we had previously collaborated together in the classroom setting and, in the community, this was our new vulnerable way of creating an opportunity for connection, and an extracurricular activity that focused on our linguistic, racialized, gendered and cultural ways of knowing. Indeed, we wanted to make sure we allowed our unique identities and perspectives to come through in our performance. One of our ensemble members, Carlos, identifies as an Afro-Latino of Garifuna descent, so it was important for us to stress the need to dialogue about attitudes toward colorism in the Latina/o/x community. Several times, throughout the talkback session after the performance, audience members resonated with the pain of being treated differently, echoing Carlos’s oral history.

Each of us weaved our own experiences with that of our oral history narrators, and we focused on our collective experience with loss, gain, acceptance and belonging. The performance was raw, real and authentic.

We, alongside our audience, witnessed our often-complicated relationship with growing up in Spanish, English and Spanglish, one that is sometimes marked by physical or verbal violence, fear of loss, and inadequacy as we move into the education system, or interact with family members. As Adriana,

an ensemble member puts it, “En mi casa [ … ], mi papá, el puertorriqueño, no quería que nosotros habláramos español en casa porque, he was worried that we’d get confused as children about which language to use. This concern was completely valid, because my dad has worked so hard to achieve his level of English and he has faced many criticisms about his language and accent that it’s understandable he didn’t want his children to face the same criticisms.”

The performance relied on orality more than movement because it was built on the foundations of oral history which emphasizes the power of the voice to communicate our embodied and situated experiences.

Indeed, oral history pushes us to focus on language, speaking, listening and hearing people’s words as they relate lived experiences.

Even though we predominantly relied on the audible for our performance, our limited movement added a powerful

layer that brought the audience and the ensemble members to an even more profound place of empathy. Undeniably, the very presence of each of us, of our bodies and voices, demands recognition, witnessing and solidarity. The performance fostered a collective history and engagement in voicing the Latina/o/x community’s concern with language injustice. For example, during the talk-back session, one audience member noted that hearing about shared experiences with prejudice and hostility toward Spanish helped her feel that she was not alone. Camila, another ensemble member, expressed during her performance: “we see the trauma in each other’s eyes as we walk on campus sharing a people-of-coloracknowledgement-head-nod.

So, we hold hands. We belong.”

In this way, the performance exceeded our expectations and fostered an environment of trust and emotional support. Equally important, we also forged community as an ensemble not only because of the time spent to put something like this together

is significant, but because of our unguarded vulnerability, awkward movements and shared life moments.

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Working together in this project allowed us to creatively use our own histories as places of knowledge. The diversity in the group offered the possibility to engage in conversations on “Latinidad” that vary due to differences in age, gender, nationality, etc. We also became self-aware of the moments of distance and intimacy as we figuratively conversed with oral history narrators, ourselves and our audience. In each step that lead to the production of the performance piece, individually and collectively, we embraced the value of telling our own histories. We are now intertwined in our collective experience and stand at a vantage point from which we can see not only what divides us but, most importantly, what brings us together. We belonged then, and we belong now.

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 the Ohio Habla podcast.

Dr. Foulis also serves as Commissioner for the Ohio Latina/o Affairs Commission.

Meet OhioHabla

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Yuyanakunawan sunqunchikwan k’askarikunkupuni

amautaraqchu, jatun umayuqtaqsi.

Kay killakuna mayo, junio, julio, achka kitikunapi purirqani. Achka runawanpis purirqani. Ñuqa paykunawanqa sinchi rimakurqayku. Wak kuna tinkuykunapi ñuqapaq achka chaniyuq karqa.

Kunanqa, kay tinkuymanta qamman willarimusayki.

qillqanku. Chay amutata websiteta llimphiqman churanku. Chaynaqa, paykunaqa chay jamut’aymanta websitepi ñawinku, jamut’anku, qillqanku. Chaypi, websitepi, tukuy chay runa yuyachkanku parlachkankupis chay pacha Perupi 80-watamanta yuyanku kunanmantapis. Kunanqa ñuqa Ohiopi kachkani. Ñuqaqa chay rimanakuy Limapi masiykunawan yuyachkani. Qhipaq chisiy Limapi, achka achka rimanakurqayku Carmenwan Edsonwan. Carmenqa yachachiq Antropologíamanta, Edson takiq, Túpac Amaru IIpis. Kimsa killa paykunawan Limapi, Ayacuchopi, Callaopis rimanakurqani. Kunanqa, kaypi, ñuqa jamut’aykumanta yarpachkanipuni. Paykunamantapis yarpachkanipuni, chay ñawilli ñawichkaptiy.

Unayña unayña, ñuqaqa kay takiykunata uyarirqani. Facebookpi, paywan qillqarpakurqayku. Ñuqayku rimanata qallarirqayku.

Payman Caroline Shipley riqsichikurqani. “Ñuqaqa yachakuq OSUpi,” rakinakamurqani. “Harawi Huk punchaw, illaqmanta, huk jatun andino yachani, hip hoptaq. Ñuqayku rikch’awata ñuqa chayamurqani. rimanakuyta thatkichirqayku?”

Chay kutipi, ñuqa mana La Pazniqpi Kunan, masikunawan kaymanta, puriyta atisaq mana yuyaychutaq huk ñuqayku Perumanta ñawichkayku. masiyman tantiyarqani. Kunanllan, Yuyaymantawan qunqaymantawan ñuqayku tukuyniqpi La Pazpi, Sucrepi, wiñay kawsayna Perupi. Ñawillipi, El Altopipis purirqayku. Kuska chay qillqaq phutu asichiq uma purirqayku, kuska rimakurqayku, tapukuqqa quwimanta. El Cuy sutinqa. kuska jamut’arqaykutaq. Tukuyniqpi, Chay quwiwanqa masinwan sunqu asikurqayku, asipayarqaykutaq. tapukunku uma tapukunku ima Purispa purispa umanchikta pacha mancharisqamanta Perupi. tapukurqayku. Ñuqapa, chay Chay qillqaq phutu asichiqqa – ñankuna chay yuyanakunatawan 80-watamanta kunankama – Internetpi hunt’asqankupuni. Chayniqpi mana kachkan, websiteta llimphiqmanta. puriyta atisaqchu, mana payman Achka runa kay qillqaq phutu asichiqta yuyaspa. ñawirinku. Paykunaqa jamut’anku

Kunanqa, kay willakuy tumpa tumpa runaman rak’inakurqani. Unayña unayña, sumaq takiyta uyarirqani.

Youtubepi karqa, video-ñisqa karqa.

Sumaq qillqayuq, sumaq phutuyuq.

Chay takiq mana machuchu, mana waynachu. Ichapas kimsa chunka watayuq, ñuqajina. Sutin Túpac Amaru II, Callao, Peru llaqtamanta.

Payqa jatun yuyayniyuq. Takiypi, achka wiñay kawsayna, achka jamut’aypis tiyanku. Achka yuyana, achka yuyapachanapis tiyanku. Mana juk takiyniyuqllachu, mana iskayllapis, sinchi takiykunayuqsi.

Tukuy Allinraq ñuqa jamut’achkani chay takiypi, payqa sunquman tapukun, qillqaq-yachaq chay asichiqqa uma umaman tapukunpis. Payqa mana

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tapukuqmanta. Kunan punchawlla, yacharqani chay runa Perumanta kasqanta. Ñuqa payqa Inglaterramanta uyayuq rikurqani. Perupimi - nin quwiqa jukchasqa chay Peru urquwan, mana chay Peru challawanchu.

Huk kutitawan, Carmenmantawan Edsonmantawan yuyakarqani.

Carmen urqumanta, Edsontaq challamanta. Carmen quwita rantirin, kachicharin, rimakurin, churkarichin, kankarin ima. Payqa wawakunanpaq quwita wayk’uripun. Huk kuti, ñuqayku quwita wayk’urqayku. Edson – ñisqanmanjina - quwita mana mikhunchu. Mana jayk’aqpis! Payqa “ukucha”-nispa mana mikunchu.

Chay pacha, ñuqa chay yachankuna mana yacharqaniraqchu. ¿Imarayku achka ch’ampay, achka tinkuypis huklla uywamanta? Kunanqa, ñuqa sunquchakuni imaraykuchus kay uywata achka kawsayniyuq. Chayraq, mana quwita ñawiyta atinichu, mana paykunataman yuyaspachu. Chay yuyanakunata, chay rimanakunatataq sunqunchikwan k’askarikunkupuni.

Caroline Shipley is currently a Quechua FLAS Fellow at Ohio State. She is a PhD Candidate in the Department of Spanish and Portuguese and a researcher in 20th and 21st century Latin American Literary and Cultural Studies. Since 2014, she has been learning the indigenous languages Quechua and Aymara in Bolivia, Peru, Chicago and here at Ohio State.

Caroline has spent the last two years running through the Andes trying to track down and watch a documentary on the Bolivian rapper Ukamau y ké (Abraham Bojórquez). After many fruitless attempts, she will finally bring the director of the documentary (Andrés Ramírez) to Ohio State this November.

This is Not a Translation of the Accompanying Text in Quechua Caroline Shipley While talking to various “Quechuistas” (people who devote some aspect of their professional work to the advancement of Quechua language and culture) in Peru this summer, I was surprised by their recurring insistency that anyone interested in cultural texts written in Quechua should directly learn the language, instead of bilingual Quechua speakers providing the translations for them.

For example, when I brought up the idea of me translating Quechua texts to English so a larger audience would be able to access such texts, Luís Paucar1 didn’t seem so enthusiastic. Luís is the author of many products to help people learn Quechua, and told me “If people are interested in Quechua, I think they should learn it. What is reading about it in Spanish or English going to do for them?” He was, however, very interested in reading any of my texts written in Quechua, or those of anyone else who writes in Quechua as a first, second, third (and so on) language. “More work written in Quechua will always be a positive thing for Quechua,” was his response.

I’ll admit it: when I first heard these Quechuistas suggest that people curious about Quechua should learn it instead of opting to familiarize themselves through

translations of Quechua texts prepared for them, I thought it sounded a little impractical and too extreme for certain audiences.

But now that I have been asked to prepare an English version of the text I wrote in Quechua and throughout the process imagined could only be in Quechua, I find the same sentiments arising within me. The way I chose to structure the ideas and compose each phrase was directly influenced by the texts I was reading in Quechua during the same period. It was clear to me that translating it into English would have been a harsh decontextualization.

A similar perspective was also shared by Luís Medina, a Quechua instructor in Lima2 . During one of our conversations, he told me about his recent decision not to provide a Spanish translation to an interview he held in Quechua3.

“I knew that if there was a bilingual version, the Quechua speakers would just go straight to the Spanish text because it would be easier and faster for them. By providing more texts that are exclusively in Quechua, we’re creating a context where people have to read and think in Quechua,” he told me. When I shared with him my own interest in composing work in Quechua, he also showed a very positive response. “It doesn’t matter if the writer is a native speaker or not.

The efforts will still help develop the field,” he affirmed.

to communicate with everyone who doesn’t understand it?” This question however might not be as innocent as it seems. Within the discussions of critical and/ or decolonial cultural practices, a text appearing in an indigenous language – without apology and without translation – seems to be cada vez más una sólida intervención. It isn’t necessarily that the author is refusing to communicate with a more inclusive audience. Opting out of the “request” to make ourselves comprehensible to the socially dominant language and provide the unseen labor of seamlessly delivering an unbroken flow of comprehensibility can make visible a notorious colonial desire.

Here, I’m referring to the desire to access indigenous languages and knowledges through the filter of the prestige language. Perhaps we need more critical hesitation, reflection and resistance to automatically providing a textual equivalent in a majority language.

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1

Luís Paucar is the author of the Diccionario práctico Quechua ayacuchano-Español, the creator of the “Quechua para Todos” (“Quechua for Everyone”) Quechua language learning video series on Youtube, and teaches public Quechua courses throughout Lima, Peru.

2

Luís Medina is a Quechua instructor at the Pontificia Universidad Católica de Perú, Spanish-to-Quechua translator of the text Pesadillas: Cuentos de terror en español y quechua, and regular guest to the Ñuqanchik Quechua-language news program broadcasted on TV Perú and the Radio Nacional del Perú.

The same question always returns: “But don’t you want to 3 This interview was published on La mula, share your message with a larger a critical cultural online journal and can be audience? If you only write in accessed here: https://luisalbertomedina.

Quechua, aren’t you refusing lamula.pe/2019/03/25/cholo-victor/luis07/

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Natalie N. Dalea

Dr. Jill Galvan, An Advocate for Diversity in Humanities

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It’s been a year since I’ve taken her classes, but Dr. Galvan greets me like I’m still her student, like I’m once more entering the stuffy old McPherson classroom to learn about Lord Byron and EB Browning.

Originally from Texas, Jill Galvan is an associate professor in the English department, specializing in Victorian literature. Her first book focused on communications technology, dovetailed with spiritualism, unpacking the feminized position of occult technology. Now she identifies realism in modern settings, shifting from cultural history to aesthetics and genre.

Humanities professors are conscious of connecting their more abstract research to material interventions. Galvan details this relationship immediately “Anything that allows me to develop a more agile perspective on the world and people and communication and representation makes me a better citizen, a better teacher, and allows me to inspire these things in my students.”

As someone interested in activism and Latinx studies, I was surprised by how much I loved Galvan’s poetry class. Learning how to read Victorian poetry felt like learning a new language. Galvan helped me connect the formally obscure verse to my own emotional and social stakes. This can be credited to her organic teaching environment. Galvan encourages student-led explications instead of her own polemics. She promotes students’ abilities to listen well so they have skills to critically reach conclusions independently.

This leads to the political stakes in Galvan’s work. “We make stories to understand events, and then we think that’s reality,” she says. “We need to understand that so we can be active consumers instead of passive. We need to understand our capacity so we can interrogate it for a political consciousness as well.”

It’s a common trope, almost a joke, to ask “what do graduates do with an English degree?” Galvan has heard this often enough. “I find it extremely ironic that humanities and English in particular are embattled as fields when we have a text saturated world.” She points out most work and social contact is through texts, of all genres, lengths, and speeds. “The idea that we aren’t studying how texts and languages works is disempowering.”

To empower OSU students, Galvan has headed the English department’s diversity and inclusion committee for two years. Galvan challenges how institutions merely count bodies to promote diversity.

Her work improves diversity through increasing structural access. Even more than anticipating needs, Galvan ensures students have channels to voice their concerns directly. This includes student representation in formal processes so executives directly hear their needs. Her work is founded in activist listening, like active listening, “not just to take notes, and you don’t just let people grieve, but especially if you’re in a position of power, you ask, ‘What can I do with that information? How can I build opportunities to take action?’”

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Natalie Dalea (English ’19) is a midwestern mestiza artist working on an essay collection on Mexican diasporas, seeking freelance writing and community outreach opportunities.

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Pronouns: She/Her/Ella/Su

I’m surprised to learn Galvan didn’t always identify with her Latina background as a young adult. “It was very late, past graduate school that I came into that,” she recounts. “Now it’s important personally for me as an identity, but also for me as someone who has the ability to represent.

Institutionally though, now that I’ve developed a consciousness, I feel like educational opportunity is everything. I’ve become passionate about making sure students have opportunities to have a voice that matters, to have an education that will get them there.”

When I ask about the importance of education in her life, her poetry background emerges in full force. “Getting a degree in the humanities is like developing a second nervous system,” she expounds. “You’re just more attuned.”

Galvan understands the pressure students of color receive from families and academia to have stand-out careers. But humanities are careermaking 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

throughout life, and their quality of life satisfaction improves because they can look beyond their work.

It’s important advice Galvan emphasizes.

Humanities fields help students of color engage with our communities. They articulate highstakes concepts like intersectionality and civil rights, and they lead to satisfying, livable careers.

“Humanities produce good thinking beings in the world, and we want those people involved in society, civic actions, speaking in workplaces and institutions they belong to.”

Alongside her research, Galvan teaches two courses this fall, including my surprise favorite, Nineteenth Century British Poetry. If you need a literature GE or simply want to awaken your own second nervous system, keep an eye on the spring 2020 English course list too.

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As a feminist, I keep finding myself in the need to justify things that are obvious, an experience I am sure many of you share. I recently gave a talk at the University of Queensland in Australia, where I defended border abolition. In my talk, I decided to use a social justice framework: Borders are already non-existent for some people while others live their whole lives trapped in them, thus, we should get rid of them. I had to develop my argument by stating things that, to the critical eye, are blatant: that borders are imperial formations that produce inequality, that they maintain a neocolonial order, that borders create the fiction of protection for those of us who live in the West, and that at those sites victims of wars are criminalized and punished. Apart from the usual push back related to the dangers of the Global North being “invaded” by people from the Global South if we abolished borders, or its supposedly damaging effects for the economy—ah, the economy, always the economy—the public was pretty sympathetic to border abolition.

Primarily because my listeners didn’t care about the subject matter as it did not personally affect them—I am guessing it would have been different if I had been talking about prison abolition. Mistake. They should care. We should all care because abolishing borders would affect us all, as our world as we personally know it and experience it would change.

We humans have the capacity to feel empathy and to understand emotions and feelings beyond our personal experience. Exposure to difference is usually not encouraged in our society, and thus we instinctively think that only certain things affect us personally and we don’t care about what doesn’t. But we’re wrong, even if we have not personally experience disability, it affects us as humans and as society as a whole.

Being aware of other group’s needs increases the chances of thriving for all of us. We tend to surround ourselves by closed groups of people, and write off others as different, but we all live connected to each other in multiple ways—through territory,

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language, kinship, and so on. And thus, whatever injustice happens to one of us, affects us all. We grow up believing that we need to fit into a (white) heteronormative ideal, but the reality is that in this model there is no room for most of us. Most of us are different, and we struggle with it. So, why not make difference the norm?

Why not build a world where all of us feel comfortable?

Latinx Studies is one of the places that centers difference and makes you aware that everything that happens around us affects us. It brings a freeing and enrichening perspective where we can learn more about ourselves—the dimensions of our identity—and others. It reminds us that we fit in this society even though we are not all white, male, straight, Christian, able-bodied, young, married, and with children.

Latinx Studies, and more generally Ethnic studies, like feminist studies, and other interdisciplinary studies, opens us up to the experiences of other people, other groups, other ways to embody culture, trauma, love, history, achievements and failures. It reminds us how we are all connected. It increases our chances to better understand the systemic nature of oppression—racism, sexism, homophobia, ableism, and so on—rather than individualizing the encounters with violence some groups experience. Latinx Studies encourages us to develop a critical way of thinking and to work towards the deactivation of oppression. This has enormous benefits for oneself, as it helps us to learn and grow, to better grasp our place in the world, and to develop survival strategies.

Centering difference, like border abolition, would not only affect us all in incredible positive ways but it is paramount to build a safer world around us. In that sense, Latinx Studies works towards making cooperation, rather than competition, the norm. So, if you are reading this, and you have the chance, do yourself a favor and consider taking an interdisciplinary class, it will help you grapple with your own existence.

THE RELEVANCE OF LATINX STUDIES Sara Riva

Dr Riva, currently with Griffith University, will be joining The University of Queensland in January 2020 as a Marie SkłodowskaCurie Fellow. She holds a PhD in Women’s, Gender, and Sexuality Studies at the Ohio State University.

Part of her research was published in the Citizenship Studies Journal (2017) where she theorizes the punishment some of these women go through when they cross the US-Mexico border. She puts refugee issues in the United States in conversation with Europe and Australia and conceptualizes the border as a transnational sovereign assemblage. Sara’s academic work has been informed and underpinned by many years working for a number of international bodies—including the UN—in different parts of the world. Her research interests center on the intersectionality of feminism, border abolition, humanitarianism, neoliberalism, and colonialism. One of Sara’s passions involves fiction writing, that’s why she is currently working on a crime novel.

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Peyton Cristina Del Toro

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Spring 2019 Associates Degrees

Cisneros, William, Biomedical Engineering

Garlow, Josephine, Social Work

Cisneros, Erin, Associate of Arts

Cisneros, Matthew, Industrial and Systems Engineering

Gazmarian, Brianna, Sport Industry

Clark, Sydney, Psychology

Gehrmann, Mia, Education

Clavijo, Ana, Neuroscience

Goilo, Emma, Finance

Cohen, Juliana, Psychology

Gomez, Jonathan, Operations Management

Colina, Ana-Maria, International Studies

Gomez Huerta, Isaac, Psychology

Concepcion, Esther, Criminology and Criminal Justice

Gonzalez, Kylie, Psychology

Jaramillo, Jorge, Associate of Arts

Cooper-Reynoso, Paloma, Electrical and Computer Engineering

Gonzalez, Christian, Communication

Lewis, Ava, Associate of Arts

Copa, Andrew, Biomedical Engineering

Mason, James, Associate of Arts

Corcino, Brianna, Architecture

Novo, Nicolas, Associate of Arts

Corona, Caroline, Public Management, Leadership, and Policy

Diaz, Steven, Associate of Arts Forsythe, Ryan, Associate of Arts Hernandez, Shaina, Associate of Arts Hiland, Meghan, Associate of Arts Holland, Deborah, Associate of Arts

Nye, Brittney, Associate of Arts Ramirez, Jesus, Associate of Arts Sanchez, Alexander, Associate of Arts Sanchez, Alondra, Associate of Arts Soga, Dylan, Associate of Arts

Corona, Caroline, City and Regional Planning Corporan, Jailene, Nursing Crawshaw, Michael, Mathematics Criado Madrid, Ignacio, Bachelor of Science

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Gonzalez, Francisco, Astronaut Eng Gonzalez, Mikaelie, Rehab Sciencs Gonzalez-Engle, Jonathan, Film Studies Gray, Tania, Marketing Grove, Alysa, Sport Industry Guillen, Erika, Agriculture Gutmann Fuentes, Andrea, Linguistics Gyorfi, Glori-June, Communication

Cruz, Kelsey, Family Science

Handy, Cheyenne, Psychology

Cuellar, Manuel, Industrial Design

Harder, Kendra, Bio Eng

Dalea, Natalie, English

Haro, Jesse, Information Sci

Bachelors Degrees

Davies, Tabitha, Human Ecology

Hay, Andrew, Industrial and Systems Engineering

Davis, Andrew, Geography

Hengstenberg, Consuelo, Human Resources

Abrams, Alexandra, Child and Youth Studies

Davison, Bryce, Industrial and Systems Engineering

Abreu, Isis, Psychology

De Leon, Victor, Neuroscience

Heredia-Bauer, Christian, Human Development and Family Science

Acuna, Valeria, Biology

de Leon, Agustina, Education

Aguilar Rodriguez, Jesus, Electrical and Computer Engineering

Devine, Grace, Atmospheric Sciences

Weigand, Michael, Associate of Arts Zendejas, Robin, Associate of Arts

Aguilera-Alkire, Joshua, Marketing Aguinaga, Casey, History Aguinaga, Casey, Political Science Alba, Maekenzie, Mathematics Alghothani, Miriam, Pharmaceutical Sciences Alves, Brianna, Bachelor of Science Ambriz, Lauren, Family Science Amin, Aya, Nutrition Anaya, Isaac, Anthropology Anderskow, Elizabeth, Marketing Anderson, Tanner, Chemical Engineering Arce, Jazmin, Biology Armstrong, Dylan, Political Science Arteaga, Yuri, Accounting Ayala, Yajaira, Political Science Balgemann, Megan, Biomedical Engineering

Diaz-Miranda, Jax, Marketing Dickerson, Bryan, German Dickson, Ashley, Education Dimas, Ana, Social Work Dolcimascolo, Zoe, International Studies Dolley-Kinsey, Mary, English Dominguez, Enrique, Industrial and Systems Engineering Duarte, Nina, Health Sciences Edgerton, Sofia, Speech and Hearing Science Elabed, Emilia, Education Espejo, Alessia, Industrial Design Espinal, Alexis, Molecular Genetics Estrella, Danielle, Human Ecology Ezcurra Taiganides, Alexis, Business Administration Fanning, Riley, Bachelor of Science Febles, Alex, Sport Industry

Hernandez, Juan, Political Science Hernandez, Samantha, Air Transportation Herrera, Thomas, Finance Higuera, Daniel, Art Education Hirbawi, Sabrin, Political Science Ibrahim, Omar, Economics - Business Jimenez, Israel, Electrical and Computer Engineering Johnson, Gabrielle, Psychology Jong, Nicolas, Marketing Juza, Joseph, Early and Middle Childhood Studies Kader, Yomali, Computer Science and Engineering Kalman, Amber, Accounting Kaminskie, Kayla, Public Health Kayuha, Hannah, Nursing Kerensky, Ryan, Sociology Kerr, Alyssa, Public Management, Leadership, and Policy Kerr, Alyssa, Political Science Kirkbride, Beau, Sport Industry Kole, Kerry, Pharmaceutical Sciences

Bauer, George, Biology

Feliciano, Jordan, Public Management, Leadership, and Policy

Beltran Del Rio, Francisco, Political Science

Fernandez, Max, Biomedical Science

Kraehling, Zachary, Economics

Bennett, Talia, Finance

Fernandez, Simon, Biomedical Science

Krauss, Kristopher, Accounting

Benvenuto, Andrew, Neuroscience

Fernandez, Andrew, Biomedical Science

Lavinder, Zoe, Korean

Bicking, Patrick, Finance

Figueroa, Lizbeth, Bachelor of Science

Legarreta, Natalia, Nursing

Blank Viadero, Fernando, Biology

Fillman, David, Political Science

Lenhart, John, Nursing

Blas Ruiz, Taenyshia, Education

Finnearty, Shannon, Spanish

Leon, Dylan, Economics

Bleasdale, Donald, Chemical Engineering

Finnearty, Shannon, Foreign Language Education

Leon, Edwin, Sociology

Block, Kristin, Psychology

Fletcher, Kari, English

Linares, Julia, Natural Resources

Bloom, Brandon, Film Studies

Flores-Baez, Evelisse, Psychology

Lizardo, Yomarlin, Social Work

Boise, Sara, Social Work

Fojas, Samuel, Communication

Lopez, Alexandria, Nursing

Bolivar, Sergio, Information Systems

Fojas, Samuel, Biology

Lopez, Hannah, Pharmaceutical Sciences

Bolona, Sebastian, Industrial Design

Fojas, Andrew, Logistics Management

Lopez Y Lopez, David, Molecular Genetics

Bonilla Gonzalez, Ana, Human Nutrition

Fonseca, Benjamin, Computer Eng

Lorio, Mailey, Psychology

Borges, Matthew, Finance

Foppe, Kobie, Education

Lozano, Alvaro, Natural Resources

Brandon, Adalina, Social Work

Fountain, Natalie, Health Promotion, Nutrition, and Exercise Science

Lugo, Olmares, Nursing

Braunschneider, Karl, Operations Management Bravo, Monica, Education Brown, Kayla, Business Management Brown, Symone, Human Development and Family Science Buschmeier, Kimberly, Rehab Sciencs

Fredericks, Maria, Natural Resources Fuchs, Samuel, Environmental Engineering Fuentes, Edith, Criminology and Criminal Justice Fuhrman, Alexander, Operations Management Galo, Chelsie, Bachelor of Science

Kormos, David, Environmental Engineering

Machuca Gautier, Fernando, Economics Madley, Andrew, Spanish Magana, Elizabeth, Social Work Maldonado, David, Economics Maldonado, David, Accounting

Galvan, Kara, Public Health

Marroquin Estrada, Melany, Industrial and Systems Engineering

Castaneda, Nora, Political Science

Galvan, Ricky, Pharmaceutical Sciences

Martin, Johely, Psychology

Castro, Dana, Marketing

Garcia, Julie, Early Childhood Education

Martinez, Dominique, Film Studies

Catalan, Grecia, Business Management

Garcia, Danielle, Human Ecology

Martinez, Melissa, Education

Cadena, Bailey, Food, Agricultural and Biological Engineering

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Mason, Maria, Operations Management

Ramirez, Kinzi, Zoology

Villares, Diego, Communication

McDaniel, Alexandra, Communication

Ramirez, Caleb, Education

Villarreal, Rebecca, Communication

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 Policy

Wisler, Michael, Marketing

Messina, Zachary, Bachelor of Science Miller, Brett, Information Systems Miller, Dane, Electrical and Computer Engineering Miniato, Mera, Finance Mirabal, Alexander, Finance Miranda, Christian, Chemical Engineering Mogus Garcia, Elizabeth, Spanish Mogus Garcia, Elizabeth, Bachelor of Science Monasterio, Martin, Aeronautical and Astronautical Engineering

Rodriguez, Alexis, Communication Rodriguez, Rut, Journalism Rodriguez, Brianna, Psychology Romine, Dresden, Rehab Sciencs Rosado, Zachary, Accounting Rosen, Enrique, Computer Science and Engineering Rotz, Anthony, Education Rowell, Mitchell, Rehab Sciencs

Wolfson, David, Electrical and Computer Engineering Wright, Aaron, Communication Yazdani, Persia, Finance Zamaripa-Griffith, Cassandra, Rehab Sciencs Zapata Ramirez, Oliver, Communication Zepeda, Melissa, Music Education Zies, Noelle, Visual Communication Design Zurko Richardson, E'mari, Sociology

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 Sanchez Diaz, Erika, Communication

Blay Roger, Vincent, Business Administration

Novoa, Osmari, Spanish

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Braga de Barros, Sophie, Arts

Nuez, Abraham, Communication

Sattelberg-Rivera, Allan, Computer Science and Engineering

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Nunez, Alejandro, Industrial and Systems Engineering Nunez-Rodriguez, Evelin, English Oberdier, Samantha, Bachelor of Science Odwarka-Coleman, Spencer, History Olguin-Acevedo, Karen, Bachelor of Science Oliveira, Matthew, Molecular Genetics Oppenheimer Lugaro, Gabriela, Linguistics

Scott, Kevin, Biology Segall, Morgan, Public Health Sepeda, Jesse, Molecular Genetics Shye-White, Gabriel, Biology Siddiqui, Afshan, Psychology Silberstein, Christopher, Psychology

Bruner, Christina, Nursing Caicedo Parra, Dina, Mechanical Engineering Calzada, Natalia, Health and Rehabilitation Sciences Capito Ruiz, Linda, Electrical and Computer Eng Carrau, Ricardo, Business Administration Casassa, Gianfranco, City and Regional Planning

Simon, Mikayla, Athletic Training

Castillo Martinez, Guillermo, Electrical and Computer Eng

Sing Jethmal, David, Materials Sci & Eng

Cervantes, Christian, City and Regional Planning

Singh, Emily, Communication

Channels, Angalica, Social Work

Skorpenske, Harley, Zoology

Chelberg, Matthew, Civil Engineering

Smith, Taylor, Architecture

Cortes, Yesenia, Education

Smith, Gregory, Logistics Management

Crotty, Mayra, Social Work

Smith, Rorey, Materials Sci & Eng

Cummins, Alison, English

Soto, Jose, Neuroscience

Davila-Corujo, Abraham, English

Stafford, Jessica, Rehab Sciencs

DeGuzman, Tiara, Arts

Steffan, Matthew, Business Administration

Dias, Breno, Business Administration

Stewart, Brittany, Psychology

Eleyet, Alaina, Educational Studies

Suarez, Bryan, Journalism

Erste, Maria, Social Work

Susin Pires, Ivan, Chemical Engineering

Estrella, Julio, Aero and Astronautical Eng

Syar, Devin, Accounting

Fanti De Carvalho, Livia, Business Administration

Perez, Rachel, International Studies

Thiagarajan, Shyam, Computer Science and Engineering

Faria, Tatiana, Education:Teaching & Learning

Perez, Stephen, Ecoomics

Tomlinson, Jewel, Molecular Genetics

Fernandez, Nicolas, Electrical and Computer Eng

Perez, Victoria, Marketing

Travers, Melanie, Psychology

Fiamengo, Tessa, Comparative &Vet Med

Perez De la Rosa, Alexandra, Social Work

Trexler, Gabrielle, Marketing

Freiria, Melany, Arts

Perkins, Mikaela, Psychology

Trujillo, Jennifer, Family Science

Frost, Michael, Nursing

Perottino, Giovanni, Neuroscience

Vargas, Alexandra, Spanish

Gallego Acosta, Natalia, Master of Laws

Peterson, Abby, Economics

Vargas, Alyssa, Agriculture

Garzon, Laura, Arts

Pina, Emily, Special Education

Vargas, Yvette, Rehab Sciencs

Gaskey, Logan, Accounting

Ponce de Leon, Adriana, Public Management, Leadership, and Policy

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Gillett, Jonathan, Arts

Vazquez, Jason, History

Gonzalez, Arnold, Accounting

Vazquez, Gabriella, Animal Sciences

Gonzalez, Nicole, Nursing

Vazquez, Brenda, Rehab Sciencs

Gonzalez Ballesteros Herrera, Mara, Master of Laws

Velasco, Isabella, Speech and Hearing Science

Gualapuro Gualapuro, Santiago, Spanish & Portuguese

Velez, Eric, Art Education

Gutierrez, Nataly, Social Work

Venezia, Joseph, Logistics Management

Hackenberg, Jeremy, Arts

Villanueva, Michael, Political Science

Hammond, Taryn, Nursing

Oppenheimer Lugaro, Gabriela, Finance Orozco, Lindsey, Biochemistry Ortiz, Isaac, Political Science Ossa, Alejandro, Electrical and Computer Engineering Palacios, Jose, Neuroscience Pandaleon, Kenneth, Bachelor of Science Pantell, Jennifer, History Park Chang, Miri Nai, Education Parker, Alexis, Korean Parra, Andrew, Sociology Pena, Miceli, Criminology and Criminal Justice Pena, Isabel, Mathematics Penrose, Jordan, Film Studies Perales, Sydney, Public Management, Leadership, and Policy

Ponce de Leon, Adriana, Spanish Porras, Mari, Speech and Hearing Science Portuondo, Sebastian, Communication Potter, Ana, Nursing Quevedo, Diego, Aeronautical and Astronautical Engineering Quteifan, Mohamad, Theatre

30

Rivera, Briana, Social Work

quepasa.osu.edu

Hernandez, Victor, Pharmaceutical Sciences

Johnson, Samson, Astronomy

Gutierrez, Matthew, Juris Doctor

Uhlir, Lexus, Computer Science and Engineering

Juarez, Jakeline, Education

Hardesty, Walter, Doctor of Medicine

Julian, Nicholas, City and Regional Planning

Hernandez, Everardo, Juris Doctor

Valencia-Miller, Kevin, Agribusiness and Applied Economics

Lara, Kirsten, Social Work

Herrera, Brianne, Doctor of Philosophy

Leon, Gabriela, Social Work

Janoso, Alexander, Juris Doctor

Lopez, Gabriella, Health and Rehabilitation Sciences

Jurcak, Natalia, Doctor Veterinary Medicine

Lugo, Nicolas, Industrial and Systems Eng

Kerscher, Martin, Juris Doctor

Marshall, Diana, Social Work

Lorie Lopez, Jose, Doctor of Philosophy

Martinez, Telma, Master of Laws

Loza, Breanna, Doctor of Pharmacy

Mathieu, Amber, Social Work

Martinez-Pena, Adriana, Doctor Veterinary Medicine

Master Degrees

Mendive, Juan, City and Regional Planning

Martinez, Miguel, Doctor of Dental Surgery

Aguilar, Louie, Welding Engineering

Mendoza, Brionna, Arts

McCombs, Charles, Doctor of Medicine

Aguirre, Sarah,

Michel, Phillip, Arts

McLoughlin, Caitlyn, Doctor of Philosophy

Bucker Moraes, Wanderson, Plant Pathology

Molinar, Gustavo, Arts

Mendoza, David, Juris Doctor

Caine, Josh, Business Administration

Moreno, Anjelica, Environmental Science

Michel, Phillip, Juris Doctor

Mulvihill, Evan, Public Health

Miter, Sarah, Doctor of Medicine

Calderon Ortiz, Gabriel, Materials Science and Engineering

Ovalle Sanchez, Dulce, Nursing

Ortega, Daisha, Doctor of Medicine

Pardi Perera, Homero, Sports Coaching

Ortiz Villabona, Cristina, Doctor of Medicine

Perez Londono, Juan Esteban, Business

Palomino, Lacy, Doctor Veterinary Medicine

Powell, Champaigne, Human Resource Mgt

Quinones-Betancourt, Gabriel, Doctor of Dental Surgery

Ratcliff, Kayla, Social Work

Ramirez, Brayson, Doctor of Pharmacy

Reyes Ramirez, Mabel, Master of Laws

Rashid, Brian, Doctor of Optometry

Ribeiro Rafael, Gustavo, Business Administration

Re, Anthony, Doctor of Medicine

Rios, Alessandra, Arts

Revilla, Stephen, Doctor of Medicine

Rivera, Neal, Business Administration

Rivera, Marcos, Doctor of Philosophy

Rivera-Graham, Lurinda, Social Work

Sabo, Joshua, Juris Doctor

Rocha, Gustavo, Electrical and Computer Eng

Sanchez, Anthony, Doctor of Medicine

Rodriguez, Carla, Food Science and Technology

Sasvin, Heidy, Doctor of Medicine

Salgado Rodriguez, Alvaro, Spanish & Portuguese

Shalash, Abeir, Doctor of Pharmacy

Sanchez, Sabrina, Public Health (MPH)

Shaw, Jeremiah, Doctor of Medicine

Mendes, Tyler, Molecular Cellular and Developmental Biology

Scheel, Taylor, Animal Sciences

Silva, Derrick, Doctor of Dental Surgery

Namakydoost, Christina, Bioethics

Sepulveda Sanchez, Julia, Nursing

Sosa-Arzate, Stephanie, Doctor Veterinary Medicine

Peters, Travis, Materials Sci and Engineering

Southwick, Alena, Social Work

Torres-Rodriguez, Justo, Doctor of Philosophy

Reopell, Carlos, Business Administration

Steffan, Matthew, Accounting

Torres, Veronica, Doctor of Philosophy

Sales, Michael, Psychology

Storey, Isabel, City and Regional Planning

Trazkovich, Alex, Doctor of Philosophy

Sanchez, Meyerlyn, Social Work

Suchora Farroni, Precious, Human Resource Mgt

Valiente, Giancarlo, Doctor of Philosophy

Santiago, Melvin, Physics

Thesing, Michael, Business Administration

Vazquez Rosa, Natalie, Doctor Veterinary Medicine

Schneider, Brianna, Horticulture and Crop Sci

Thomas, Ricky, Social Work

Vazquez, Paola, Doctor Veterinary Medicine

Selio, Emily, Speech Lang Pathology

Torres Donohoo, Melanie, Nursing

Vega, Olivia, Occupational Therapy Doctorate

Silva, Rene, Business Administration

Trimble, Naomi, Education

Vinas-Nelson, Jessica, Doctor of Philosophy

Starcher, Monica, Education Studies

Turville, Emily, Health and Rehabilitation Sciences

Zalles, Nicole, Doctor of Philosophy

Wilson, Monica, Business Administration

Valladares, Gabrielle, Music Valls Soler, Marina, Master of Laws Yan, Brenda, Human Resource Mgt Young, Nicholas, Arts Zuleta Alarcon, Nicolas, Master of Laws

Summer 2019 Bachelors Degrees

Alvarez, Diego, Computer Science and Engineering

Doctors Degrees

Besaw, Jamie, Psychology

Barajas, Juan, Doctor of Philosophy

Chavez, Mossimo, Sport Industry

Bonifacio Peralta, Ayendy, Doctor of Philosophy Bustamante Amaya, Christian, Doctor of Philosophy Calipjo, Phoebe, Juris Doctor Carranza Castelo, Ernesto, Doctor of Philosophy Castillo, Alexandra, Doctor of Philosophy Cordero-Caballero, Carlos, Doctor of Medicine Cortez, Patricia, Juris Doctor Davila Gabbardo, Aline, Doctor of Philosophy Duran, Antonio, Doctor of Philosophy Esparza, Michelle, Juris Doctor Esquivel-King, Reyna, Doctor of Philosophy Fanelli, Keriann, Doctor of Physical Therapy Fernandez Puentes, Isabel, Doctor of Philosophy Fernandez, Katia, Doctor of Medicine Fonseca, Ruben, Doctor of Physical Therapy Fortou Reyes, Jose Antonio, Doctor of Philosophy Frankel, Shanah, Doctor Veterinary Medicine Garcia, Nicholas, Doctor of Philosophy Gennell, Tania, Doctor of Medicine Gonzales, Gabriella, Doctor of Medicine Gonzalez Villasanti, Hugo, Doctor of Philosophy

Bryant, Jason, Criminology and Criminal Justice Chicaiza, Gioconda, Biology Cisneros, Erin, Psychology Cortez, Krystal, Nursing DeAnda, Veronica, Information Systems Decker, Amanda, Hospitality Management Duvall, Sydney, Child and Youth Stds Franco-Di Tore, Mario, Biology Gayle, Nia, Biology Juarez, Ariana, Biology Kennedy, Sofia, Health & Rehab Sciences Majlessi, Amir, Biology Maldonado, Jessica, Psychology Martinez, Gina, Psychology

Vasquez, Duane, Chinese

Return to Contenido

Villalobos, Victoria, Walker, Solange, Dental Hygiene Washington, William, Sport Industry Wirebaugh, Maranda, Nursing

Camuy-Velez, Lennel, Dentistry Cantu, Daniel, Biophysics Carranco, Andrew, Dentistry Chapman, Rebecca, Geography Colbert, Benjamin, Civil Engineering DeLeon, Alexander, Social Work Fowler, Bryan, Accounting Gonzalez-Maldonado, Noelymar, Environment & Natural Resources Guerrero, Macarena, Educaton Studies Lotti Diaz, Leilani, Chemistry Macias, Christopher, Social Work Masias Castanon, Camila, Public Health

Zweier, Dawn, Social Work

Doctors Degrees Arnold, Summer, Doctor of Dental Surgery Betancourt, Veronica, Doctor of Philosophy Bolanos, Isacar, Doctor of Philosophy Cotto, Jennifer, Doctor of Philosophy Diaz Infante Hernandez, David Alberto, Doctor of Philosophy Flores, Nicholas, Doctor of Philosophy Gonzalez, Anita, Doctor of Philosophy Huggins Gonzalez, Angeire, Doctor of Philosophy Lima e Morato, Fernando, Doctor of Philosophy Martinez Saez, Celia, Doctor of Philosophy Montero Camacho, Paulo, Doctor of Philosophy Mujica, Cintia, Doctor of Dental Surgery Roman-Garcia, Yairanex, Doctor of Philosophy Silva, Rene, Doctor of Pharmacy Stearman, Stephanie, Doctor of Dental Surgery

Certificates

Mendez, Cassandra, Computer Science and Engineering

Dorion, Ashley, School Nurse

Perdomo Blanco, Leobeliz, Social Work

Weaver, Renata, School Nurse

Suglio, Nicolas, Neuroscience

Coria, Ricky, Business Leadership

Szczepaniak, Marlon, Biology

Echeverri, Jhon, Business Leadership

Taylor, Danielle, Neuroscience

Gallo, Fernando, Business Leadership

Terres, Emma, Women's, Gender, and Sexuality Studies

Reyes, Rudy, Business Leadership

Trouten, Daniel, Biology

Spring ’19

31

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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.

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