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This article examines how situating our academic inquiry from geographic vantage points outside of the United States allows scholars to recast epistemological and ontological assumptions in the field of US Latina/o Studies. It asks how, from a global reorientation of the cognitive map of US Latina/o Studies, we might reconsider the experience of the Latin American and Caribbean diaspora and the notion of Latinidad in places such as Jordan, Spain, and Canada. This analysis places Latina/o Studies and Latin American and Caribbean Studies into conversation by reconsidering their status as traditionally isolated epistemic sites of US ethnic and area studies. In addition, it explores how new "Latino" and diasporic identities are forged through hybrid ethnic interactions among minoritized populations in the Global South.

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B o o k R e v ie w s / I n t e r n a t i o n a l a n d C o m p a r a t i v e ¡ Americanist or film scholar, the graduate student of either field, and, one hopes, the wider world of film buffs.

This article examines the conceptualization, development, and implementation of two related courses on the lives and labors of migrants in the United States. Both courses focus on the histories and hemispheric experiences of migrant workers, within and between the United States, Latin America, and the Spanish Caribbean. The courses are used as a means to think more broadly about what it means to teach courses on Latin America in the twenty-first-century context of the transnational turn in scholarship, the debates over immigration and its reform, concerns over the future of labor organizing, and efforts to seek social justice. Drawing on the work of Paulo Freire in Pedagogy of the Oppressed, students in the seminars engage in praxis and work to deconstruct four interrelated and seemingly fixed binaries: structure and agency, theory and practice, classroom and outside world, and teacher and student.