Love on the Front Lines: Asian American Motherscholars Resisting Dehumanizing Contexts through Humanizing Collectivity

Q2 Social Sciences

Peabody Journal of Education Pub Date : 2022-03-15 DOI:10.1080/0161956x.2022.2055885

Betina Hsieh, Judy Yu, Cathery Yeh, Ruchi Agarwal-Rangnath

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引用次数: 1

Abstract

ABSTRACT In this article, we, four Asian American Motherscholars, share our collective resistance and resilience and our commitment to practicing solidarity through the intentional centering of radical love in our interactions with one another and in our professional lives. Through collaborative autoethnographic analysis grounded in a framework of Asian American feminist coalitional resistance, we share how our relationship, built on our fluid and multiple identities as Asian American Motherscholars and alliance, allowed us to challenge dominant structures of dehumanization to make space to honor our humanity. We highlight the period of time from mid-March 2020 to mid-May 2020, immediately following social-distancing orders in our respective states due to COVID-19, as a particularly salient moment at which the nexus of our identities took center stage in our conversations and collaboration. Our study focuses on the central research questions, How, through love, can we resist dehumanization in times of crisis? How does love make space for our full humanity as Asian American Motherscholars?

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前线的爱:亚裔美国母亲学者通过人性化的集体来抵制非人性化的语境

摘要在这篇文章中，我们四位亚裔美国母亲学者分享了我们的集体抵抗力和韧性，以及我们在相互交往和职业生活中有意以激进的爱为中心来践行团结的承诺。通过基于亚裔美国人女权主义联盟抵抗框架的合作民族志分析，我们分享了我们的关系是如何建立在我们作为亚裔美国人母亲学者和联盟的流动和多重身份之上的，使我们能够挑战非人化的主导结构，为尊重我们的人性创造空间。我们强调了2020年3月中旬至2020年5月中旬这段时间，紧接着新冠肺炎导致我们各自的州下令保持社交距离，这是一个特别突出的时刻，在这个时刻，我们的身份关系在我们的对话和合作中占据了中心位置。我们的研究集中在核心研究问题上，通过爱，我们如何在危机时刻抵抗非人化？作为亚裔美国母亲学者，爱是如何为我们的全人类创造空间的？

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

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.