{Book Reviews for People With ADHD}
LABRYNTH
OF SOLITUDE
x
YOU DREAMED
OF EMPIRES
In my continued exploration of contemporary Mexican cosmology, I chose to read two works by Mexican male authors that examine the intersections of history, cultural memory, and the duality of life/death, and preservation/rebirth: You Dreamed of Empires (2024), a historical fiction novel by Alvaro Enrigue, and Labyrinth of Solitude (1950), a collection of essays by Octavio Paz. Both works explore the cultural divide between Indigenous Mexicans and their Caxtilteca (Spaniards) colonizers, while also grappling with the complex legacy of their union, which has shaped contemporary Mexican culture—though through very different lenses of time, perspective, and intent.
Alvaro Enrigue’s You Dreamed of Empires transports us back to 1521, where he weaves historical fiction and fantasy so seamlessly that it’s easy to forget we already know how the story ends—transforming Montezuma’s great palace in Tenochtitlan into a kind of Schrödinger’s box of historical possibilities. The story unfolds over 24 hours, building up to a tense and speculative first meeting between Montezuma and Cortés. The heavy lifting of this trick is achieved through presenting an alternate view of the Mexica people that challenges the dominant historical narrative so radically, it almost feels like fantasy. Yet, he isn’t fabricating—he’s unraveling that narrative, revealing a more nuanced version of history. In this light, we begin to see Tenochtitlan and the Aztec Empire for what they truly were: a sophisticated, bustling metropolis with a population of 300,000, rivaling the greatest cities of Europe in size and complexity. By the end, both the reader and the characters are left to reflect on the possibilities of what might have been.
Paz’s essays reflect on Mexico’s historical trajectory from colonization to the early 20th century from a philosophical standpoint. He delves into the lasting impact of the Indigenous people of Mexico and their encounter with the Spaniards on the nation's cultural identity. In Day of the Dead, Paz explores how the ritual celebration of death—rooted in pre-Columbian traditions—became a central feature of Mexican identity, serving as both an affirmation of life and a bridge to the past. Here the festival is an artifact of cultural preservation that has survived in the face of colonization.
In Alvaro’s story, the anxiety of the Spanish invaders is centered around their fear of the ritual human sacrifice practiced by the Mexica. As they explore the great temple of Tenochtitlan their feelings magnify intensely as they become lost, and grow more paranoid and unsettled by their surroundings. Paired with Paz’s essay, which reflects on Mexico’s cultural acceptance of death as an intrinsic part of life, the Spaniards’ fear underscores the ideological chasm that exists between the two civilizations. While both the Spaniards and the Aztecs used violence and death as a tool for achieving dominance, the Mexica also practiced sacrificial death as a sacred duty to the gods, and a way to maintain cosmic balance. The Spaniards' horror at the idea of ritual sacrifice reveals their inability to grasp its sacred nature. However, the Mexica did not need the Caxtilteca to understand the ritual for them to become part of it. Historical records show that in the chaos and violence that came after Montezuma’s death—whether murdered by the Spaniards according to the Mexica or killed by his own people according to the Spanish—several Spaniards were captured and sacrificed to Huitzilopochtli, the god of war, in the hopes of winning divine favor in the battle against colonization.
In reading You Dreamed of Empires, Enrigue fills in contextual gaps left by Paz with jigsaw precision. While Paz critiques the gratuitousness of fiesta culture and attributes its function as one of providing release from the rigid, oppressive structures of daily life, Enrigue highlights how these gatherings were vital for maintaining the genetic diversity of Indigenous populations. Pre-colonial Mexica neighborhoods were organized around specific trades and labor, and common people worked tirelessly in support of the empire. Fiestas provided a rare opportunity for people from different neighborhoods to meet and start families. This link between death and the renewal of life elevates the Día de Muertos celebration in Enrigue’s narrative, aligning with Paz’s view of death as a life-affirming force.
Octavio Paz’s essay The Mask, explores the aspects of Mexican machismo identity through the critique of the psychological "masks" that Mexicans (especially men) wear to navigate their social and emotional worlds. Paz argues that this behavior is shaped by a sense of alienation and solitude, that stems from a legacy of conquest and colonialism—where masking of one’s true feelings and desires was a strategic assertion of strength and control. Paz seems to view this behavior as an expression of insecurity that reveals deeper fears about identity, power, and authenticity.
Alvaro Enrigue imagines the origin of this behavior as Montezuma is depicted as a figure caught between his duty as emperor and his private fears for his people and his own fate. He is not a one-dimensional stoic. In the company of his people, priests, family, and advisors he is not portrayed as a distant, all-powerful figure—there is a vulnerability to him, as he struggles to navigate the precarious balance between maintaining his empire’s dominance and dealing with the existential threat posed by the Spaniards. Yet, when interacting with the Caxtilteca, he projects such an all-powerful image that Cortés dreams of Montezuma morphing into Huitzilopochtli himself.
This dynamic portrayal of Montezuma offers a compelling origin for the "mask" that Paz critiques, illustrating how the pressures of power, colonial threat, and cultural expectations have long driven Mexican leaders, and later Mexican men, to project strength and control even when they are grappling with deep insecurities and existential fears beneath the surface.
Among Alvaro’s illustrations of the truth of the Aztec Empire, is the striking contrast between the hygienic sophistication of the Mexica people and the disease-ridden Spaniards. It challenges stereotypes that denigrate the Indigenous people as "savages" and lionize the Spaniards as the bearers of civilization. Enrigue does an excellent job of illustrating how the Mexica’s advanced knowledge of medicine and cleanliness became a double-edged sword. Their care for cleanliness and order in society kept them healthy and protected from local diseases, ultimately the same cleanliness became their downfall when the Spaniards arrived smuggling diseases like Smallpox along with their immunity to those diseases. The people of pre-colonial Mexico had no exposure to the diseases and therefore no immunity. This story becomes a thematic cautionary tale that describes how the very strengths of one culture can be weaponized against them and appears again as Alvaro imagines Montezuma’s motives for inviting the Spaniards to Tenochtitlan in the first place.
As the ruler of the Aztec empire consults with priests, and generals it becomes clear that he harbors an obsession with the Spanish horses, which the macehualli (native common folk) call "hornless deer." He insists that the Spaniards arrive at the palace on horseback and then offers to keep the caballos in the palace gardens. Throughout the story, he compulsively sends members of his court to count the horses, a fixation that mirrors his growing unease and fascination with the Spaniards themselves. His desire to possess the horses as a way to strengthen his army—renowned for dominating neighboring groups—is highly plausible. This fascination with horses, and the power they represent, also resonates with the cultural tradition of Mexican machismo, where the possession of "horsepower," whether in actual horses or modern vehicles like trucks, is a symbol of asserting manhood and authority.
Paz’s essay Sons of Malinche delves into the story of La Malinche to explain how the legacy of conquest and colonization continues to influence Mexican identity. He argues that the Mexican view of La Malinche as a traitor who embodies the nation’s historical wound has left a deep scar on the Mexican psyche, and has created a complex relationship with identity, power, and especially gender. La Malinche’s role in this version of history is seen as one of a sexual and cultural betrayal, that allowed the Indigenous world to be "feminized" and dominated by the Spanish conquerors.
The common narrative in Mexican culture often attributes all positive traits—beauty, intelligence, and strength—to European heritage. However, in You Dreamed of Empires, Montezuma’s court is portrayed in vivid detail, outclassing the Caxtilteca with their intelligence, hygiene, culinary expertise, and artistry. Among these dignified characters is Malinche herself. Here she is not portrayed as the treacherous figure of folklore, but as a survivor navigating precarious power dynamics. The Empress Atotoxtli addresses her as Malintzin, an honorific that signifies respect and high status. She is received in Tenochtitlan as royalty— a stark contrast to the vilified figure of La Chingada (literally, "The Fucked One"), a name that implies she willingly accepted her rape, betrayed her people, and resigned herself to the role of Cortés’s concubine. Malinche is presented as an intelligent, strategic ally. In one scene, when a court member asks Atotoxtli for Cortés’s true name, she replies that she doesn’t know his name, only that “they all call him ‘El Malinche,’ because if you want to speak to him, you must first speak to her.” This subverts the traditional narrative of Malinche as a passive victim and grants her agency, particularly through her linguistic skills, as she uses her fluency in Yucatec Maya, Nahuatl, and Spanish to subtly undermine Cortés’s power.
Both works, though written from different perspectives and across different times, engage deeply with the question of how Mexico’s cultural identity has been shaped by the dual forces of colonization and Indigenous heritage. By intertwining these perspectives, I can consider the enduring complexities of contemporary Mexican culture and its richness, which is often overshadowed by colonial narratives.
Imago Assignment
WORD.
Learning the history and entering the lineage of the Zine.
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Foreword
A “zine” (short for magazine) is an independently produced publication that often celebrates niche cultural or subcultural interests, advocates for ideas, or spreads awareness. The history of zines can be traced back to the 1920s, when comic and sci-fi enthusiasts began creating “fanzines” to connect with like-minded fans. During the 1970s and especially in the 1980s, zines became powerful tools for visibility within feminist, queer, and punk movements, offering marginalized voices a space for grassroots activism and self-expression. Created outside commercial publishing structures, these “bedroom publications” emphasize community building and personal connection over profit.
In this assignment, you are invited to enter the history of the Zine through the creation of a publication featuring a concept, theme, or topic of your own choosing.
Project Guidelines
Limit typefaces usage to 2-3 typefaces
Include no more than 3 images to keep the focus on typography.
Experiment with illustrated typography or type as imagery to amplify your concept—this doesn’t count toward your image or typeface limit.
Required Content and Features
Cover (front and back): Visually represent your title and theme; consider the cover as an invitation to your zine’s narrative world.
Artist Statement (10-200 words): Describe the curatorial intent of your publication.
Editorial Essay or Short Story (800-1000 words): A narrative piece that resonates with your theme, this could be a story you feel called to share, an investigative report, or even a self-reflective piece.
Interview (800-1000 words): A text-based dialogue between 2 or more people that explores perspectives relevant to your theme.
List: A ranked or unranked collection that aligns with your concept.
Instructional Piece: Include a recipe or how-to that contains an introduction, supply/ingredient list, and a sequence of steps.
Quote Graphic: A visual design that highlights a specific quote or statement in an engaging, eye-catching format (we see these a lot in social media).
Numbered pages: For navigation and concept enhancement.
Specifications
Color: CMYK cover, B&W interior
Size: Booklet format, 8.5 x 5.5 inches.
Page Count: 12-16 pages.
Part 1: Ideation & Curation
Choose a five-letter word that connects to a topic or concept that is meaningful or interesting to you. This word will serve as the title of your zine and as the curatorial lens through which you’ll gather various written content to feature in its pages.
Write an artist’s statement that describes your curatorial concept, and sets the reader’s expectations for engaging with this work.
Curate your content and gather it in a “manuscript” form. Think of this art as making a “mixtape” intext form. You may pull material from online sources, books, or create your own written content—but remember, this is a typography project, not a writing project, so use your creative time wisely. The goal of this project is to create a type-driven design system that aligns the visual narrative with your unique perspective.
Create three potential type palettes, one palette uses 1 tpyeface only, the other uses two, the third uses three. Illustrate how the type will be used to describe the hierarchy of content (headers, subheads, body copy).
Sketch 16 thumbnails of publication spreads, using shapes and colors to represent the typographic layout.
Process Critique
Present your concept by reading your artist statement aloud. Present thumbnails and type palettes for feedback.
Feedback guidance
Is the artist's statement too vague? Can the curatorial focus be tightened to create greater specificity and interest? Does the curated content align with the concept? Reflecting on type palettes: How are the type palettes supporting concepts? which palettes feel the most connected to their concepts?
Part 2: Cover Concepts & Execution
Choose your final type palette and lay out your content across the 12–16 pages of your publication.
Employ what you have learned about publication design concepts such as making and breaking the grid, creating hierarchy, controlling pacing, and creating an immersive reader experience.
Refine your typesetting to resolve any issues that may hinder the reader’s comprehension and memory of the content you’ve carefully curated. This includes addressing orphans, widows, stacks, line length, and kerning issues.
Create three rough sketches for your cover wrap (front and back). Your cover should feature your title, be visually engaging, and represent the concept and content of your zine.
Process Critique
Present your spreads and cover sketches for feedback.
Feedback guidance
How do the compositions of spreads and individual pages demonstrate a conceptual connection to the content? How are varying content types treated differently? Is the use of the gird appropriate for each content type? Does the overall publication reflect a passion for or expertise in the subject matter? If this concept is 80% developed, what should the designer do as they work toward closing the gap to 100% developed?
Part 3: Proofing & Production
Reflecting on feedback, refine your publication to complete concept development.
Print one copy of your publication as spreads and trade with a classmate. Proofread each other’s publications, using a pen or pencil to circle typographic and spelling errors and noting final design tweaks. Afterward, exchange publications back and use each other’s notes to make a final pass on your digital file before printing.
For presentation day print one copy of your zine in booklet form for your professor and each classmate. Use the “print as booklet” setting in INDD or Acrobat, and then fold and staple your publication using a saddle stapler (provided).
Presentation
Zine Fest! Trade your publication with your classmates until everyone has a copy of each other’s zines.
Project Reflection Discussion Questions
What discoveries or affirmations about your own interests or beliefs emerged through this process? What choices did you make to ensure your zine could resonate with your audience? Reflecting on feedback from your peers, how did their insights shape or refine your final design? How did you balance constructive critique with your original vision? How did learning about zine history influence your approach or inspire any specific design choices?
Cultural Competencies Gained
Historical Awareness of Subcultural and Activist Publishing. You will gain insight into the history and significance of zines as grassroots tools for expression within marginalized communities and communities of special interest
Ethics of Representation. Through the curatorial process, you will reflect on the ethical implications of selecting and presenting content. You will consider how cultural references and personal themes can honor, celebrate and respect the histories, voices, and experiences of the communities they represent.
Personal Connection to Design Projects. By creating a project with personal significance that resonates with a familiar audience, you will discover how essential your identity and unique perspective are in producing culturally competent and respectful design.
Technical Skills Gained
Typographic Standards and Best Practices. Develop expertise in typesetting for editorial design, focusing on industry standards for kerning, tracking, and type selection to optimize legibility and enhance readability. Learn layout techniques that elevate user experience, creating a polished and engaging final product.
Production Techniques. Master the production of print-ready PDF documents at high resolution and in CMYK color space, with and without bleed. Gain an understanding of essential print production elements, including paper selection, trim sizes, and binding finishes, to produce a professional-quality publication.
Editorial Design Workflow. Learn a structured workflow for editorial and book design, covering the end-to-end design process from initial concept to final production, ensuring efficient and organized project management.
Resources
Books:
Fanzines, Teal Triggs, Chronicle Books. (Original work published 2010)
YouTube:
“Perspectives: Zines as a Vehicle for Visibility with Joey Terrill, Demian DinéYazhi, and Drew Sawyer,” Brooklyn Museum, March 2024.
“Zines: The Power of DIY Print (short documentary),” Belinda Cai, 2015.
“Let's Talk About Zines and Why You Should Make One,” Greg Kletsel, 2021.
“The History of Zines with Kate Bingaman-Burt,” Skillshare, 2022.
Shops/orgs:
Tomorrow Today is a Los Angeles-based shop specializing in zines, artist books, independent music, and unique art objects.
Zines Forever A platform dedicated to creating and sharing zines online, allowing users to craft each page with a collage of text and images.
Antipode Zines Offers a curated selection of self-published and small press zines, including art, comics, gaming, and poetry zines.
Zines and Things A Portland-based team producing handmade zines, with a variety of titles available in their online shop.
The zine offers an alternative to commercial practice, inviting artists and designers to explore their craft as self-expression and cultural contributions rather than as a product for sale. Such projects help protect artists from viewing their creative abilities solely as commodities, supporting artistic freedom, and authenticity.
Technical skills like typesetting and print production are taught in a context that emphasizes empathy, cultural sensitivity, and personal expression.
The assignment includes a peer review stage, where students exchange publications to proofread and offer feedback. This fosters collaboration, as students learn to engage constructively with one another’s work and reflect on their own.
This assignment emphasizes the value of self-recognition in the creation of culture.
Zines encourage creators to follow their instincts and personal interests. We do not need permission to make them! They allow designers to develop a sense of ownership over their ideas, this personal alignment can instill greater confidence as they create work that’s authentic to who they are—rather than fitting into external standards.
The Parachute
The Parachute is a resource designed to implement more equitable and inclusive approaches to art and design education within competitive programs at private arts colleges—where students of privilege tend to represent a disproportionate part of the student population when compared to their state college counterparts. This tool addresses the equity barriers faced by students from underserved or underrepresented backgrounds and advocates for actively lowering or eliminating these barriers wherever possible. These strategies are informed by my personal journey as a first-generation Latinx student at OTIS, and my experiences as a faculty member at the same California Community College I attended as a first year college student. Many of these strategies are already commonplace at schools that service a broad range learner demographics. This resource aims to bring awareness to the systemic obstacles affecting under-resourced or underrepresented student success specifically in private arts institutions. The Parachute emphasizes moving beyond structures that favor students with privileged backgrounds and embracing the strengths of those who bring diverse experiences and perspectives. By focusing on essentials such as housing and food security, representation, mentorship, and culturally responsive teaching, the Parachute serves as a guide for institutions and faculty committed to making art and design education more accessible and enhancing diversity within the profession.
Prioritizing Equity
The portfolio-based application process stands as the first critical area requiring a radical transformation. Driven by costly application evaluation processes, this step has functioned as an arbitrary gatekeeper to reduce the number of candidates qualifying for review. This system marginalizes creative candidates who lack sufficient access to technology to produce required portfolio elements. It's time to dismantle this barrier and build a more equitable path for aspiring artists.
Historically, art and design education has favored the “easy-to-teach” student; recruitment, portfolio requirements, and instructional methods favor those with privileged backgrounds. When only these students thrive, the field of visual culture remains dominated by a narrow demographic, leaving many diverse stories untold.
To make meaningful change, institutions and faculty must appreciate and respond to the needs of a more diverse community of learners. These students often bring unique perspectives and a profound commitment to growth, yet often face challenges deeply rooted in systemic marginalization.
Examples of challenges:
Lack of family support (fiscal and emotional).
Limited access to technology and art making materials.
Attention that is divided between school, work and/or family responsibilities.
Food or housing security.
Anxiety around repaying student loans post-graduation.
Financial disruptions that threaten continued enrollment.
Meeting Basic Needs
Students who are struggling to meet their basic needs cannot fully engage in their studies—a reality well-documented in both research and practice and a key takeaway from Maslow’s hierarchy of needs. Without a secure foundation of essentials, such as food, housing, and emotional support, the pursuit of academic and creative growth becomes nearly impossible. While colleges may offer services for students in crisis, many students remain unaware of these resources.
Faculty are the first point-of-contact for students, and therefore play a critical role in early intervention.Equipped to recognize signs of distress, faculty can connect students to essential resources and services when it matters most. To fulfill this role effectively, faculty need comprehensive training to identify indicators of student hardship and be well-versed in campus support options, including mental health services, SNAP benefits, and housing assistance.
Indicators of distress include:
Sudden decline in academic performance (e.g., missed assignments, poor grades).
Withdrawal from social interactions or group activities.
Frequent absences or tardiness without clear explanations.
Noticeable changes in mood (e.g., increased irritability, sadness, or anxiety).
Expressions of hopelessness or feeling overwhelmed.
Physical signs of exhaustion (e.g., dark circles, disheveled appearance, sleeping in class).
Increased sensitivity to feedback or unusual defensiveness.
Uncharacteristic behavior (e.g., aggression, excessive risk-taking, or apathy).
Student Orientation and Mentorship
Every student is more likely to succeed when they are a part of a welcoming and inclusive committee. For underserved and underrepresented student success community is critical.
To support their integration and ensure inclusion, institutions can offer:
Orientation programs.
Summer/winter immersion sessions.
Peer mentorship opportunities.
Connections to on-campus affinity groups.
Develop collaborative community care agreements that collectively set shared expectations for maintaining an inclusive campus culture.
Representation and Modeling
When students see aspects of their own identity reflected in faculty, mentors, or guest speakers, they gain confidence to envision their own success and are more likely to complete.
Institutions should strive to:
Hire diverse faculty, who demonstrate advocacy and connection to community.
Feature guest lecturers from varied backgrounds.
Broaden the curriculum to include diverse voices and histories, and create collaborative lessons with students.
Integrate "people made visible" as a foundational value.
Culturally Responsive Learning Environments
The classroom is the first introduction to professional culture, and should model inclusivity and respect for diverse perspectives.
To build a culturally responsive classroom, institutions could provide:
Culturally responsive teaching and learning training for faculty.
Implicit bias training for all campus members.
Trauma informed pedagogy training for faculty.
Workshops that facilitate crafting syllabus language that affirms a culturally inclusive approach.
Cultivating Visual Literacy
Art and design education often promotes ideas of universal or “neutral” fundamentals, which poorly masks a Eurocentric, male-dominated perspective that is obvious to students who are not white. Students from diverse backgrounds are often told their work is “too Black, brown, feminine, or queer” to find success in a field dominated by perspectives and standards rooted in whiteness and the male gaze.
To foster a more inclusive approach to visual literacy, faculty can:
Engage with diverse populations within the profession, building professional relationships that support diverse students.
Encourage students to discuss the cultural significance of their visual choices.
Let go of the need to be the expert, and create space for dialogue around less familiar subject matter.
Diversify taste exposure through curating a resource list of artists, designers, and galleries for students to explore.
Create opportunities for collaboration across departments, where diverse approaches co-inform creative work.
Faculty Professional Development
Faculty can play a transformative role by broadening their perspectives beyond the traditional design canon.
Continued DEI education can include:
Paid hours dedicated to DEI-centered learning.
A DEI planning committee responsible for programing events and workshops.
Organize workgroups to foster collaborative learning among faculty.
How can you convince your institution to support this work?
The most effective way to inspire change, even among the reluctant, is to remind folks that it’s their best choice for self-preservation—and equip them with talking points that position them on the moral high ground.
Self Preservation.
Population shrinkage is expected to lead to a significant decline in college enrollments over the next 20 years. Declining birth rates and an aging population means the pool of traditional college-aged students will continue to shrink. Ultimately this will place colleges in fierce competition for survival as they look to recruit non-traditional students, and historically underserved populations, such as first-generation, low-income, and underrepresented minority students.
Broadening support services and embracing meaningful DEI initiatives, can help colleges not only attract these new student populations but also create an environment that ensures their retention and success.
Moral High Ground.
Adopting the Parachute, demonstrates a commitment to supporting underserved and underrepresented students. Prioritizing equitable practices and inclusive support systems helps attract a broader, more diverse student body, which in turn enriches the academic environment and strengthens the institution’s reputation for social responsibility.
By implementing these suggested changes proactively, your institution can position itself as a leader. This resource provides both practical steps and ethical justifications that demonstrate your commitment to the success of all students—this is a dual approach that advances institutional goals and communicates a clear, powerful message about the “values” your institution stands for.
The truth is this work is not only essential for your institutional survival—it’s an opportunity to be a pioneer in redefining and enriching the educational and professional landscape itself.
"The Americans will always do the right thing… after they have exhausted all the alternatives."
—Winston Churchill