Journal of Philosophical Investigations

نوع مقاله : مقاله علمی- پژوهشی

نویسنده

Associate Professor, Department of Teacher Education, Educational Leadership and Policy, University of New Mexico, Albuquerque, NM 87107, USA

چکیده

Black and Latina female educators have for centuries prepared children of color to resist dehumanization, claim full citizenship, and transform oppression through culturally specific Critical Feminist Ethics of Care. In 2018, I detailed a Revolucionista Ethic of Care specific to the needs and strengths of Mexican/Mexican American (Mexicanx/a/o) youth which offers a subterraneous social justice ethic of care through the curriculum and pedagogy of four female Spanish-speaking New Mexican (Nuevomexicana) and Mexican American (Mexicana) educators. Through this land-based Chicana Feminist Testimonio Methodology, I unearth a resistant, healing Critical Feminist Ethic of Care framework for (Nuevo)Mexicana/o children and communities which enriches the field of Care scholarship through its embodied, land-based epistemologies. I explore the ways in which four (Nuevo)Mexicana educators operationalize play and humor within their Ethic of Care to 1) open access to a mythic time/space continuum wherein they may access the historical and ongoing wounds of injustice fueling them, 2) gleefully travel to students’ multiple worlds, and 3) forge liminal spaces of joy for Mexicanx/a/o youth to shape futures of thriving. This work offers ancient, practiced tools of resistance and healing in this new and yet historicized moment of racialized hostility and hate against Communities of Color in the United States.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Seeking a Culturally Relevant Ethic of Care for Mexican/Mexican American Youth: a revolucionista ethic of care and its wily, tactical mechanism of humor

نویسنده [English]

  • Mia Angélica Sosa-Provencio

Associate Professor, Department of Teacher Education, Educational Leadership and Policy, University of New Mexico, Albuquerque, NM 87107, USA

چکیده [English]

Black and Latina female educators have for centuries prepared children of color to resist dehumanization, claim full citizenship, and transform oppression through culturally specific Critical Feminist Ethics of Care. In 2018, I detailed a Revolucionista Ethic of Care specific to the needs and strengths of Mexican/Mexican American (Mexicanx/a/o) youth which offers a subterraneous social justice ethic of care through the curriculum and pedagogy of four female Spanish-speaking New Mexican (Nuevomexicana) and Mexican American (Mexicana) educators. Through this land-based Chicana Feminist Testimonio Methodology, I unearth a resistant, healing Critical Feminist Ethic of Care framework for (Nuevo)Mexicana/o children and communities which enriches the field of Care scholarship through its embodied, land-based epistemologies. I explore the ways in which four (Nuevo)Mexicana educators operationalize play and humor within their Ethic of Care to 1) open access to a mythic time/space continuum wherein they may access the historical and ongoing wounds of injustice fueling them, 2) gleefully travel to students’ multiple worlds, and 3) forge liminal spaces of joy for Mexicanx/a/o youth to shape futures of thriving. This work offers ancient, practiced tools of resistance and healing in this new and yet historicized moment of racialized hostility and hate against Communities of Color in the United States.

کلیدواژه‌ها [English]

  • Critical Feminist Ethic of Care
  • Mexican/Mexican American Education
  • Educators of Color
  • Testimonio Methodology
  • Chicana Feminist Epistemology
  • Social Justice Pedagogy
Acuña, R. (2014). Occupied America: A history of Chicanos (8th ed.). Pearson.
Anzaldúa, G. (1996). Coatlalopeuh: She who has dominion over serpents. In A. Castillo (Ed.), Goddess of the Americas: La diosa de las Américas (pp. 52– 55). Riverhead Books.
Anzaldúa, G. (2015). Light in the dark/Luz en lo oscuro: rewriting identity, spirituality, reality (A. Keating (Ed.). Duke University Press.
Anzaldúa, G. E. (1987). Borderlands/La frontera: The New Mestiza. Aunt lute books.
Blum-Martínez, R. & Habermann López, M. J. (Eds.). (2020). The shoulders we stand on: The history of bilingual education in New Mexico. University of New Mexico Press.
Carillo, R. (2006). Humor casero mujerista—Womanist Humor of the home: Laughing all the way to greater cultural understanding and social relations. In D. Delgado Bernal; C. A. Elenes; F.E. Godinez; & S. Villenas (Eds.), Chicana/Latina education in everyday life: Feminista perspectives on pedagogy and epistemology (pp. 181-196). State University of New York Press.
U.S. Census Bureau. (2010/2017). State and county quickfacts. Retrieved from http://www.census.gov/quickfacts/table/PST045214/3539380,00
Cervantes-Soon, C. G. (2014). The U. S.-Mexico border-crossing Chicana researcher: Theory in the flesh and the politics of identity in critical ethnography. Journal of Latino/Latin American Studies, 6(2), 97–112.
Collins, P. H. (2009). Black feminist thought (3rd ed.). Routledge.
Córdova, T. (1994). Roots and resistance: The emergent writings of twenty years of Chicana feminist struggle. In F. Padilla, N. Kanellos, & C. Esteva-Fabregat (Eds.), Handbook of Hispanic cultures in the United States: Sociology (pp. 175–202). Arte Público Press.
Cross, B. E. (1998). Mediating curriculum. In R. Chávez Chávez, & J. O’Donnell (Eds.), Speaking the unpleasant: The politics of (non)engagement in the multicultural education terrain (pp. 32-55). SUNY Press.
Cruz, C. (2006). Toward an epistemology of a brown body. In D. Delgado Bernal; C. A. Elenes; F. E. Godinez; & S. Villenas (Eds.), Chicana/Latina education in everyday life: Feminista perspectives on pedagogy and epistemology (pp. 59-75). State University of New York Press.
Delgado Bernal, D. (1998). Using a Chicana Feminist epistemology in educational research. Harvard Educational Review, 68(4), 555-582.
Delgado Bernal, D. (2006). Learning and living pedagogies of the home: The Mestiza consciousness of Chicana students. In D. Delgado Bernal, C. A. Elenes, F. E. Godinez, & S. Villenas (Eds.), Chicana/Latina education in everyday life: Feminista perspectives on pedagogy and epistemology (pp. 113–132). State University of New York Press.
Delgado Bernal, D., Burciaga, R., & Flores Carmona, J. (2012). Chicana/Latina Testimonios: Mapping the methodological, pedagogical, and political. Equity & Excellence in Education, 45, 363–372. DOI:10.1080/10665684.2012.698149
Dillard, C. B. (2000). The substance of things hoped for, the evidence of things not seen: Examining an endarkened feminist epistemology in educational research and leadership. International Journal of Qualitative Studies in Education, 13(6), 661–681.
Eisner, E. 1993. Forms of Understanding and the Future of Educational Research. Educational Researcher, 22(7), 5–11.
Galindo, D. L., & González, M. D. (Eds.). (1999). Speaking Chicana: Voice, power, and identity. University of Arizona Press.
Gomez, L. E. (2008). Manifest destinies: The making of the Mexican American race. NYU Press.
Gonzales-Berry, E. & Maciel, D. R. (Eds.), (2000). The contested homeland: A Chicano history of New Mexico. University of New Mexico Press.
Hamington, M. (2015). Care ethics and engaging intersectional difference through the body. Critical Philosophy of Race,3(1), 79-100. http://dx.doi.org/10.5325/critphilrace.3.1.0079
Hamington, M. (2024). Revolutionary care: Commitment and ethos. London & New York: Routledge.
Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. London & New York: Routledge.
Howie, G. (2008). Feminist generations: The maternal order and mythic time. In L. Irigaray & M. Green (Ed.), Luce Irigaray: Teaching (pp. 103-111). Continuum.
Hurtado, A. (2003). Theory in the flesh: Toward an endarkened epistemology. Qualitative Studies in Education, 16(2), 215-225. http://dx.doi.org/10.1080/0951839032000060617
Latina Feminist Group. (2001). Telling to live: Latina Feminist Testimonios. Duke University Press.
Lomawaima, K. T., & McCarty, T. L. (2006). To remain an Indian: Lessons in democracy from a century of Native American education. New York, NY: Teachers College Press.
Lorde, A. (1978). The Black unicorn. W. W. Norton.
Lugones, M. (2003). Pilgrimages/Peregrinajes: Theorizing coalition against multiple oppressions. Rowman & Littlefield Publishers.
Luttrell, W. (Ed.). (2010). Qualitative educational research: Reading in reflexive methodology and transformative practice. London & New York: Routledge.
Maetas, S. (2011). Children of the normal school, 60 years in El Rito, 1909-1969. Santa Fe, NM: Sunstone Press.
Martinez-Cruz, P. (2011). Women and Knowledge in Mesoamerica: From East L.A. to Anahuac. University of Arizona Press.
Medina, L. (1998). Los Espíritus siguen hablando: Chicana spiritualities. In C. Trujillo (Ed.), Living Chicana Theory (pp. 189-213). Third Woman Press.
Michaels, A. (1996). Fugitive pieces. Vintage Books.
Miller, C. & Kieffer, C. (2023). Hate and extremism—in the mainstream and on the main street. Southern Poverty Law Center SPLC. https://www.splcenter.org/year-hate-extremism-2022/introduction#hateextremism
Moraga, Ch. (2011). A Xicana Codex of Changing Consciousness: Writings, 2000-2010. Duke University Press.
Moraga, Ch., & Anzaldúa, G. E. (1983). This Bridge Called My Back: Writings by Radical Women of Color. Kitchen Table Press.
Moreno, J. F. (2003). The Elusive Quest for Education: 150 Years of Chicano/Chicana Education. Harvard Educational Review.
Rodríguez, R. C. (2014). Our Sacred Maíz is Our Mother: Indigeneity and Belonging in the Americas. University of Arizona Press.
Rolón-Dow, R. (2005). Critical care: A color(full) analysis of care narratives in the schooling experiences of Puerto Rican girls. American Educational Research Journal, 42(1), 77–111. https://doi.org/10.3102/00346543070003253
Sandoval, Ch. (1998). Mestizaje as method: Feminists-of-color challenge the canon. In C. Trujillo (Ed.), Living Chicana theory (pp. 352-370). Third Woman Press.
Siddle Walker, V. (2000). Valued segregated schools for African American children in the South, 1935–1969: A review of common themes and characteristics. Review of Educational Research, 70, 253–285. https://doi.org/10.3102/00346543070003253
Siddle Walker, V. and Snarey, J.R. (Eds.) (2004) Race-ing Moral Formation: African American Perspectives on Care and Justice. New York, NY: Teachers College Press.
Siddle Walker, V. (2001). African American teaching in the South: 1940–1960. American Educational Research Journal, 38(4), 751–779. http://dx.doi.org/10.3102/00028312038004751
Sosa-Provencio, M. & Sánchez, R. (2023). Pedagogical and curricular lessons from bilingual education activism in New Mexico: Serna v. Portales (1974) 50 years later. Bilingual Research Journal, 46(3/4), 209-223. http://dx.doi.org/10.1080/15235882.2023.2258849
Sosa-Provencio, M. (2016a). Seeking a Mexicana/Mestiza critical feminist ethic of care: Diana’s Revolución of Body and Being. Journal of Latinos and Education, 15(4), 303–319. https://doi.org/10.1080/15348431.2015.1134537
Sosa-Provencio, M. (2018). A Revolucionista Ethic of Care: Four Mexicana educators’ subterraneous social justice revolution of fighting and feeding. American Educational Research Journal, 56(4), 1113-1147. http://dx.doi.org/10.3102/0002831218814168
Sosa-Provencio, M. A. (2016b). Seeking a Mexicana/Mestiza ethic of care: Rosa’s Revolución of carrying alongside. Race Ethnicity and Education, 20, 650–665. https://doi.org/10.1080/13613324.2016.1150833
Taliaferro-Baszile, D. (2010). In Ellisonian eyes, what is curriculum theory? In E. Malewski, (Ed.), Curriculum studies handbook— the next moment (pp. 483-495). Routledge.
Thompson, A. (1998). Not the color purple: Black feminist lessons for educational caring. Harvard Educational Review, 68(4), 521–554. https://doi.org/10.17763/haer.68.4.nm436v83214n5016
Trinidad Galván, R. (2016). Collective memory of violence of the female brown body: A decolonial feminist public pedagogy of engagement with the feminicides. Pedagogy, Culture & Society, 24, 343–357. https://doi.org/10.1080/14681366.2016.1166149
Valenzuela, A. (1999). Subtractive schooling: U.S. Mexican youth and the politics of caring. Lincoln, NE: University of Nebraska Press.
Valenzuela A. (Ed.). (2016). Growing critically conscious teachers: A social justice curriculum for educators of Latina/o youth: A social justice curriculum for educators of Latina/o youth. New York, NY: Teachers College Press.
Vizenor, G. (Ed.). (2008). Survivance: Narratives of native presence. University of Nebraska Press.
Wake, E. (2010). Framing the sacred: The Indian churches of early colonial Mexico, Norman, OK: University of Oklahoma Press.
CAPTCHA Image