Remember. (Re)member. Re-member: Theorizing the Process of Healing, Sustaining, and Transforming as MotherScholars

Q2 Social Sciences

Peabody Journal of Education Pub Date : 2022-03-15 DOI:10.1080/0161956x.2022.2055892

Min Yu, Erica B. Edwards, Sandra M. Gonzales, Sarah A. Robert, C. DeNicolo

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引用次数: 1

Abstract

ABSTRACT In this article, we examine our efforts as a multiracial collective of mothers, activists, and education scholars to work together to (re)new ourselves – to use our collective energy to harmonize our relationships between home and work and to imagine new possibilities for the future of the academy through this regenerated state. Marginalized women have long used the collective power in this way – turning to one another for support through circumstances certainly as challenging and frightful as the pandemic and using the collaborative learning to build new futures for their children, their students and, by extension, society. Using a circle methodology and abuelita epistemologies framework, we engage in the different process of (re)membering ourselves as MotherScholars, in order to rupture the violent logic of structural racism in the academy, intensified by the global pandemic. The stillness of the earth provided a space for us MotherScholars to listen in a new way, to bring back ancestral wisdom and center it to survive, to heal, and to build a new way of being MotherScholars.

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回想起（Re）成员。Re-member:将作为母亲学者的治愈、维持和转变过程理论化

摘要在这篇文章中，我们审视了我们作为一个由母亲、活动家和教育学者组成的多种族集体所做的努力，共同努力（重塑）我们自己——利用我们的集体能量来协调我们在家庭和工作之间的关系，并通过这种再生状态为学院的未来设想新的可能性。长期以来，被边缘化的女性一直以这种方式利用集体权力——在疫情这样充满挑战和可怕的环境中相互寻求支持，并利用合作学习为她们的孩子、学生以及社会建设新的未来。使用循环方法论和abuelita认识论框架，我们参与了将自己重新塑造为母亲学者的不同过程，以打破学院中因全球疫情而加剧的结构性种族主义的暴力逻辑。地球的静止为我们这些国学人提供了一个空间，让他们以一种新的方式倾听，带回祖先的智慧，并将其集中在生存、治愈和建立一种成为国学人的新方式上。

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来源期刊

Peabody Journal of Education Social Sciences-Education

CiteScore

2.20

自引率

0.00%

发文量

期刊介绍： Peabody Journal of Education (PJE) publishes quarterly symposia in the broad area of education, including but not limited to topics related to formal institutions serving students in early childhood, pre-school, primary, elementary, intermediate, secondary, post-secondary, and tertiary education. The scope of the journal includes special kinds of educational institutions, such as those providing vocational training or the schooling for students with disabilities. PJE also welcomes manuscript submissions that concentrate on informal education dynamics, those outside the immediate framework of institutions, and education matters that are important to nations outside the United States.