Artist Occupancy: Zoila Adaljiza Lara-Cea

Artist Statement:
Much of my work centers around the fact that I was first identified as “learning disabled” in elementary school. Growing up as a brown queer child with dyslexia, ADHD, and a processing disorder, I faced an educational system that labeled me as different and inferior. The words, “incapable” “stupid,” “failure,” and “burden” were the soundtrack of my K-12 and higher education. Outside of the classroom, I experienced the tender love of a single mother and the many challenges that come with unstable housing. Using a paintbrush and pencil, I fought my way past preconceived notions of inability. Art and other forms of creative expression became a refuge. I write, draw, and paint at the intersection of disability, race, gender, sexuality, and class. By incorporating my family and their teachings into my art I hope to express the importance of family, community, and the lessons we learn from our elders.

Artist Statement:
Much of my work centers around the fact that I was first identified as “learning disabled” in elementary school. Growing up as a brown queer child with dyslexia, ADHD, and a processing disorder, I faced an educational system that labeled me as different and inferior. The words, “incapable” “stupid,” “failure,” and “burden” were the soundtrack of my K-12 and higher education. Outside of the classroom, I experienced the tender love of a single mother and the many challenges that come with unstable housing. Using a paintbrush and pencil, I fought my way past preconceived notions of inability. Art and other forms of creative expression became a refuge. I write, draw, and paint at the intersection of disability, race, gender, sexuality, and class. By incorporating my family and their teachings into my art I hope to express the importance of family, community, and the lessons we learn from our elders.

Artist Statement:
Much of my work centers around the fact that I was first identified as “learning disabled” in elementary school. Growing up as a brown queer child with dyslexia, ADHD, and a processing disorder, I faced an educational system that labeled me as different and inferior. The words, “incapable” “stupid,” “failure,” and “burden” were the soundtrack of my K-12 and higher education. Outside of the classroom, I experienced the tender love of a single mother and the many challenges that come with unstable housing. Using a paintbrush and pencil, I fought my way past preconceived notions of inability. Art and other forms of creative expression became a refuge. I write, draw, and paint at the intersection of disability, race, gender, sexuality, and class. By incorporating my family and their teachings into my art I hope to express the importance of family, community, and the lessons we learn from our elders.

Artist Statement:
Much of my work centers around the fact that I was first identified as “learning disabled” in elementary school. Growing up as a brown queer child with dyslexia, ADHD, and a processing disorder, I faced an educational system that labeled me as different and inferior. The words, “incapable” “stupid,” “failure,” and “burden” were the soundtrack of my K-12 and higher education. Outside of the classroom, I experienced the tender love of a single mother and the many challenges that come with unstable housing. Using a paintbrush and pencil, I fought my way past preconceived notions of inability. Art and other forms of creative expression became a refuge. I write, draw, and paint at the intersection of disability, race, gender, sexuality, and class. By incorporating my family and their teachings into my art I hope to express the importance of family, community, and the lessons we learn from our elders.

Artist Statement:
Much of my work centers around the fact that I was first identified as “learning disabled” in elementary school. Growing up as a brown queer child with dyslexia, ADHD, and a processing disorder, I faced an educational system that labeled me as different and inferior. The words, “incapable” “stupid,” “failure,” and “burden” were the soundtrack of my K-12 and higher education. Outside of the classroom, I experienced the tender love of a single mother and the many challenges that come with unstable housing. Using a paintbrush and pencil, I fought my way past preconceived notions of inability. Art and other forms of creative expression became a refuge. I write, draw, and paint at the intersection of disability, race, gender, sexuality, and class. By incorporating my family and their teachings into my art I hope to express the importance of family, community, and the lessons we learn from our elders.

Artist Statement:
Much of my work centers around the fact that I was first identified as “learning disabled” in elementary school. Growing up as a brown queer child with dyslexia, ADHD, and a processing disorder, I faced an educational system that labeled me as different and inferior. The words, “incapable” “stupid,” “failure,” and “burden” were the soundtrack of my K-12 and higher education. Outside of the classroom, I experienced the tender love of a single mother and the many challenges that come with unstable housing. Using a paintbrush and pencil, I fought my way past preconceived notions of inability. Art and other forms of creative expression became a refuge. I write, draw, and paint at the intersection of disability, race, gender, sexuality, and class. By incorporating my family and their teachings into my art I hope to express the importance of family, community, and the lessons we learn from our elders.

Artist Statement:
Much of my work centers around the fact that I was first identified as “learning disabled” in elementary school. Growing up as a brown queer child with dyslexia, ADHD, and a processing disorder, I faced an educational system that labeled me as different and inferior. The words, “incapable” “stupid,” “failure,” and “burden” were the soundtrack of my K-12 and higher education. Outside of the classroom, I experienced the tender love of a single mother and the many challenges that come with unstable housing. Using a paintbrush and pencil, I fought my way past preconceived notions of inability. Art and other forms of creative expression became a refuge. I write, draw, and paint at the intersection of disability, race, gender, sexuality, and class. By incorporating my family and their teachings into my art I hope to express the importance of family, community, and the lessons we learn from our elders.

Artist Statement:
Much of my work centers around the fact that I was first identified as “learning disabled” in elementary school. Growing up as a brown queer child with dyslexia, ADHD, and a processing disorder, I faced an educational system that labeled me as different and inferior. The words, “incapable” “stupid,” “failure,” and “burden” were the soundtrack of my K-12 and higher education. Outside of the classroom, I experienced the tender love of a single mother and the many challenges that come with unstable housing. Using a paintbrush and pencil, I fought my way past preconceived notions of inability. Art and other forms of creative expression became a refuge. I write, draw, and paint at the intersection of disability, race, gender, sexuality, and class. By incorporating my family and their teachings into my art I hope to express the importance of family, community, and the lessons we learn from our elders.