Lesson of the Day: ‘Intimate Portraits of Mexico’s Third-Gender Muxes’

Lesson Overview

Featured Article: “Intimate Portraits of Mexico’s Third-Gender Muxes” by Núria López Torres

In southern Mexico, a community of the local Zapotec people has long accepted — and celebrated — gender nonconformity. In this lesson you will learn about muxes — people who are born male but who adopt roles and identities associated with women — in Mexico. Then, you will celebrate a part of your identity, gender or otherwise, that you are proud of.

Warm-Up

The featured article looks at a community in Mexico that embraces people who identify as a third gender. Have you hear of that term before, or other terms that look at gender more expansively? What do you think it might mean?

Before reading the article, take some time to answer these questions privately in your notebook:

• When was the first time you felt aware of your gender identity? How old were you? What happened to make you think about your gender identity?

• Is gender something that you talk about with your family or friends? Do you have space to think about, and ask questions about, your gender or gender identity in general?

• How comfortable do you feel talking about gender in the classroom? What makes you feel that way?

Take a look at “The ABCs of L.G.B.T.Q.I.A.+” if you would like to learn about different terms used when talking about gender and sexuality.

Questions for Writing and Discussion

Read the article, then answer the following questions:

1. Does the identity and role of muxes in Zapotec culture remind you of anything else you’re familiar with?

2. How does Estrella talk about her experiences as a young child? What is her life like now? What role does she play within her family?

3. The featured article talks about how people in academia — sociologists and anthropologists — are able to trace gender fluidity in different cultures historically. In your experience, how much is gender fluidity or expansiveness understood and accepted within your family, school and larger community?

4. What role did colonization and Christianization have in the acceptance of gender nonconformity in the Indigenous communities of the Isthmus of Tehuantepec?

5. Generally, how do Zapotec mothers and families treat muxe children? What options do muxe children have as they grow up?

6. What is La Vela de las Auténticas Intrépidas Buscadoras del Peligro? According to the article, what are the emotions Estrella feels as she prepares for, and attends, the event?

Going Further

Part I. Analyze

Choose one photograph from the featured article to look at closely. What do you notice about the photograph? What do you wonder about it?

Now, analyze the photograph with a focus on the use of light. In this lesson plan about analyzing the elements of art, Kristin Farr says this about photography:

Photography can be defined as drawing with light. Photographers often capture high-contrast colors to emphasize parts of an image, and low contrast colors to add dimension, foreground and background.

Look closely at one or two additional photographs and ask yourself these questions from the above lesson plan:

• Which photos have high-contrast colors? Which have low-contrast colors, or a mix of both?

• What’s the first thing you see? What’s the next thing you notice?

• What do you think Núria López Torres, the writer and photographer, wanted to reveal about her subjects?

Part II. Photograph

Reflect on your identity — this could be your gender, race, religion, nationality or sexuality. What is one piece of your identity that you are proud of?

Then, take a photograph (you can use the self-timer on your phone or ask a friend to take a picture) that highlights this part of your identity. Think carefully about the composition of the photograph: How are you positioned? What is around you? How can you play with light and shadows, or high-contrast or low-contrast colors, to create a certain mood or tone?

Additional Teaching and Learning Opportunities

• Watch a documentary about muxes. In the past 10 years, several documentaries have been made about people who are muxes. Choose one to watch from National Geographic or VICE. As you watch, you can use our Film Club Double-Entry Journal (PDF) to help you remember specific moments. Then, consider these questions: What moments in this film stood out for you? Were there any surprises? What messages, emotions or ideas will you take away from this film?

• Learn about gender on social media. Have you seen TikToks or Instagram videos celebrating or teaching about different gender identities? For example, here is a TikTok about gender fluidity that has been viewed over 14,000 times, and another talking about māhū people presently and historically in Hawaii. Where else have you learned about gender identity? What questions do you still have about gender identity?

• Read another article about gender identity. The Times Topics page on transgender issues includes a range of articles that explore gender identity. For example, you could choose to read about a camp for gender-nonconforming children, Argentina’s recent law that formally recognizes nonbinary people or the obstacles that transgender youth face in seeking medical care.

  As you read this second article, in what ways is it similar to, and different from, the featured article? In what ways have the two articles changed your understanding about gender identity? What questions do you still have?

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