ABSTRACT
In this narrative study, the author explores her Cuban mother and Puerto Rican father’s relationship to determine how they perceived and dealt with intercultural differences. The study’s theoretical framework is informed by Derrida’s theory of deconstruction and Butler’s theory of performativity. Data for the study includes five interviews analyzed through dialogic and performance analysis. Results of the study indicate that although there are differences in the traces each partner associates with each nationality, as well as in the practices of each cultural group, similarities are emphasized. Educational implications of this study are twofold. Firstly, the different traces the author’s parents attach to the signifiers “Cuban” and “Puerto Rican” make evident that, even in the case of groups falling under the same umbrella term (i.e., ‘Latino’), homogeneity cannot be assumed. Educators would do well in acknowledging potential differences between students in diverse public schools so that they are equipped to help students explore these differences in positive ways. Secondly, because of their intimate knowledge of two cultures and vested interest in dispelling stereotypes about these cultures, partners in intercultural relationships are well-situated to act as cultural brokers, assisting educators in cultivating positive interactions between families from these cultures.
