Microfragmentos of reinvention: ch’ixi food practices with women and children

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2023-04-03 DOI:10.1080/17457823.2023.2223691

V. Pacini-Ketchabaw, Cristina Delgado Vintimilla

引用次数: 0

Abstract

ABSTRACT The article offers microfragmentos of reinvention in response to the incursion of capitalist and neocolonial threats. The microfragmentos – small, broken, and irregular fragments that remain incomplete – are a modest local political initiative growing from an ethnographic project among Cañari women and children in the high Ecuadorian Andes. Three microfragmentos on growing, cooking, and eating narrate reinvention around food practices. As the women collectively work their ch’ixi (that is, drawing from the Indigenous side of their subjectivities), practices of growing potatoes, making meals together, and returning to childhood meals transform dimensions of their daily living. These transformations challenge the colonial tragedies they have collectively inherited and, in turn, assist the women to reinvent their lives in the modernised Ecuadorian Andes.

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再造的微片段:慈溪妇女和儿童的饮食习惯

本文提供了应对资本主义入侵和新殖民主义威胁的重塑的微观片段。微碎片-小的，破碎的，不规则的碎片，仍然不完整-是一个适度的地方政治倡议，来自于一个民族志项目Cañari在厄瓜多尔安第斯山脉的妇女和儿童。三个关于种植，烹饪和饮食的微片段讲述了围绕食物实践的重新发明。当妇女们集体工作时(也就是说，从她们主体性的土著方面汲取灵感)，种植土豆、一起做饭以及回到童年时代的饮食习惯改变了她们日常生活的方方面面。这些转变挑战了她们共同继承的殖民悲剧，反过来又帮助妇女在现代化的厄瓜多尔安第斯山脉重新塑造她们的生活。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.