Guillermo Gomez-Pena and Coco Fusco's "Couple in Cage" performance moves away from essentialist, binary constructions of identity. Rather, it is a "subaltern narrative" that challenges and redefines assumptions about identity formation and specifically the identity of the "other."
McLaren asserts that these "subaltern narratives" are necessary for critical pedagogical practices: "Teachers and students need access to insurgent narratives that challenge phallocentric self-stories that leave out that which is contingent, irrational, or ambiguous. They need a language of narrative refusal that contests the conventional rules of self-fashioning with autobiographical identities encouraged and legitimated within patriarchy" (Critical Pedagogy, 114-115).
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