Viego argues that the repeated themes of wholeness, completeness, and transparency with respect to ethnic and racialized subjectivity are fundamentally problematic as these themes ultimately lend themselves to the project of managing and controlling ethnic and racialized subjects by positing them as fully knowable, calculable sums: as dead subjects. He asserts that the refusal of critical race and ethnic studies scholars to read ethnic and racialized subjects in a Lacanian framework—as divided subjects, split in language—contributes to a racist discourse. Focusing on theoretical, historical, and literary work in Latino studies, he mines the implicit connection between Latino studies’ theory of the “border subject” and Lacan’s theory of the “barred subject” in language to argue that Latino studies is poised to craft a critical multiculturalist, anti-racist Lacanian account of subjectivity while adding historical texture and specificity to Lacanian theory.

From reviews of Campo's previous poetry:
“Extraordinary meditations on illness and the healing power of words.”—Lambda Literary Foundation

“Read Campo to enter the bloodstream of a man who, with a haunting clarity of vision, shares his memories, his anguish, his healing love.”—Cortney Davis, Literature and Medicine

“Riveting, provocative, and refreshing—[this volume] is a gift to the clinician who is trying to re-invoke in his or her students the humility, compassion, and deep caring that brought us all into medicine in the first place.”—Dr. Sandra L. Bertman, Annals of Internal Medicine

“[Campo] listens to the sounds the body makes, but what he hears is poetry.”—Zoë Ingalls, Chronicle of Higher Education

“Powerful and accessible.”—Jonathan Jackson, Washington Blade

“Bemused, indelible, and heartbreaking.”—Marilyn Hacker, Out

“[Campo’s] private corral of disparate words twist, torque, collide with gorgeous creative imperative.”—Nomi Eve, Independent Weekly

Diversity, despite what we say, disturbs us. In the U.S., we debate linguistic rights, the need for an official language, and educational policies for language minority students. On the one hand, we believe in the rights of individuals, including (at least in the academy) the right to one’s own language. On the other hand, we sponsor a single common language, monolingual and standard, for full participation and communication in both the academy and in U.S. society.

In Diverse by Design, Christopher Schroeder reports on an institutional case study conducted at an officially designated Hispanic-Serving Institution. He gives particular attention to a cohort of Latino students in a special admissions program, to document their experience of a program designed to help students surmount the “obstacle” that ethnolinguistic diversity is perceived to be.

Ultimately, Schroeder argues for reframing multilingualism and multiculturalism, not as obstacles, but as intellectual resources to exploit. While diversity might disturb us, we can overcome its challenges by a more expansive sense of social identity. In an increasingly globalized society, literacy ideologies are ever more critical to educational equity, and to human lives.