ABSTRACT
This chapter offers a discussion of a variety of different approaches to integrating Chicano/a and US Latino/a performance texts and tradition into a college or university classroom at the undergraduate level. The coming together of teaching and US Latino/a performance in this chapter seems especially appropriate given the nature of most higher education settings. For more than an hour in the intense Arizona midday sun, Rodriguez Vega and her comadre paraded around the mall in front of the Student Union or sat silently within the confines of the cage. The initial spectacle of prisoner bodies is punctuated by a drummer who leads the group, and claims a sense of aural ownership of the vast and noisy public space. In the closing section of this chapter offer a recounting of a particularly significant student project that emerged from this Transborder Queer Performativity course.
