In the spring of 2024, I introduced Frederick Luis Aldama’s (with illustrator and artist, Oscar Garza) Through Fences to my Rhetoric 1302 students at UT Dallas. The experience that followed was nothing short of transformative for both the students and me.
As an author, translator, PhD candidate, educator, I am always searching for works that not only challenge students to think critically but also bring awareness to current social issues while resonating with the diverse perspectives and experiences they bring to the classroom. Through Fences accomplished all of this, offering an exceptional foundation for our second essay—an analysis of a visual argument.
The assignment was straightforward: students were asked to focus on one of the stories from Through Fences and analyze its visual elements. What I did not anticipate was the level of engagement and understanding that my students would bring to the task. Whether drawing from their personal lives or viewing the stories through the lens of broader societal issues, they approached the work with insight and nuance.
The powerful storytelling in Through Fences —its exploration of migration, identity, and belonging—created space for them to reflect on their own experiences or those of the people around them.
The 12 essays I have selected for access here represent some of the best work produced in our class. The students examined Aldama’s storytelling, enriched by Garza’s illustrations, focusing on the interplay between text and image with a level of sophistication that exceeded expectations for an introductory course.
The 12 essays explore themes of identity, family, displacement, and the complexities of finding one’s place in the world—universal themes that resonate with many of my students as they navigate their own journeys into adulthood. The connections students made between the text, their academic inquiry, and the real world speak to their dedication and the deep relevance of the stories.
One of the highlights of this unit was a virtual visit from Frederick Aldama himself. The opportunity for my students to engage directly with the author was invaluable. They posed thoughtful questions about his creative process, the representation of Latinx communities, and the broader themes within Through Fences. Aldama’s insights added a new layer of depth to their analyses, reinforcing the power of visual storytelling as a tool for social commentary and personal reflection. His presence, even virtually, motivated the class and validated their intellectual and emotional engagement with the text.
What made this experience particularly meaningful was how inclusive it became for all my students. While Through Fences resonated on a deeply personal level for some—especially those with immigrant backgrounds or close ties to themes of migration—it also offered a window into experiences that were unfamiliar yet thought-provoking for others. The stories invited students from all backgrounds to grapple with ideas of identity, belonging, and resilience, which are universally relevant.
Teaching this unit was a joy. Not only did it provide students with the skills to conduct a visual analysis, but it also gave them the opportunity to engage with the material in ways that nurtured empathy and understanding. Seeing them connect with the text and each other reminded me of the power of literature and art to bridge divides, spark meaningful discussions, and inspire critical thought.
I am honored that my students’ essays will be shared with the readers of the Latinx Pop Magazine and beyond. I hope their voices, like those in Through Fences, will inspire others to reflect on the richness of human experience and the importance of understanding stories different from ours.
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