In this essay, I describe two seminars I have created for students in a US doctoral theatre studies program. In both seminars, we study Latin American theatre and performance of distinct periods as well as considering these texts and practices from different conceptual places. In this approach, I have sought to put into pedagogical practice the various strategies and potential I attribute to Delia Poey’s concept of the coyote-scholar. Noting that we scholars, much like the border-crossing coyote, participate in transporting marginalized texts into academic discourse, Poey urges us to engage with the perturbing, disrupting, and recontextualizing potential of coyote-scholarship. In describing the initial class meetings of “The Borders of Latino American Theatre and Performance” and “Transatlantic Theatre and Performance: Golden Age Spain and Pre-Conquest-Colonial Latin America,” as well as collective class projects and the experience of conducting one of the seminars at Chile’s Pontificia Universidad Católica, I trace my students’ growing engagements as coyote-scholars and artists.

中文翻译：

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博士剧院和表演研究教室的土狼-学者：阅读拉比纳尔·阿奇（RabinalAchí），居金斯（Güegüence），索拉·胡安娜（sor Juana）和拉斯科·班达（RascónBanda）

在本文中，我描述了我为美国博士戏剧研究计划的学生创建的两个研讨会。在这两个研讨会中，我们研究拉丁美洲的戏剧和不同时期的表演，并考虑来自不同概念场所的这些文本和实践。在这种方法中，我试图将教学策略实践和我认为是黛莉亚·波伊（Delia Poey）的“土狼学者”概念所具有的潜力和潜力结合在一起。注意到我们的学者，就像跨界的土狼一样，他们参与了将边缘化文本运到学术讨论中的过程，因此，Poey敦促我们发挥对土狼奖学金的潜能的干扰，破坏和重新界定。在描述“拉丁美洲戏剧和表演的边界”和“大西洋戏剧和表演的边界”的初次会议时：