Mother Pedagogies of Migration:Multiplicitous Identities and Pedagogies

Q1 Social Sciences
Rosalinda Godinez, Patricia Baquedano-López
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引用次数: 1

Abstract

ABSTRACT This article draws on two collaborative ethnographic projects to discuss a praxis of mother pedagogies of migration (MPM). The first project centers on Mexicana campesinas (farmworker womxn) in the Yakama Nation who use agricultural land as a context for teaching and learning, and the second project focuses on a community of Indigenous Yucatec Maya and Latina mothers at a K-5 school in San Francisco, California, who develop forms of parent engagement along the dimensions of Indigenous language and cultural revalorization. Drawing on Chicana/Latina philosophers Ortega (2016)and Lugones (2003), we discuss two pedagogical elements central to MPM: relationality and indeterminacy. Relationality is examined by drawing on campesinas teaching each other how to prune in a vineyard. Indeterminacy is contextualized by illustrating Indigenous and Latinx mothers working together preparing food for a school event. These elements demonstrate immigrant mothers’ who strategize and insert their knowledge within dominant educational contexts.
移民母亲教育学:多重身份与教育学
本文借鉴了两个合作的民族志项目来讨论移民母亲教学法(MPM)的实践。第一个项目的中心是雅卡马族的Mexicana campesinas(农场女工),她们将农业用地作为教学环境;第二个项目的重点是加利福尼亚州旧金山一所幼儿园-5年级学校的尤卡泰克土著玛雅人和拉丁裔母亲社区,她们沿着土著语言和文化复兴的维度发展了各种形式的父母参与。借鉴墨西哥/拉丁哲学家Ortega(2016)和lugoones(2003),我们讨论了MPM的两个核心教学要素:相关性和不确定性。关系是通过绘制的农民教对方如何修剪葡萄园检查。通过说明土著和拉丁裔母亲一起为学校活动准备食物的情况,将不确定性置于背景中。这些因素表明移民母亲在主流教育环境中制定策略并将其知识插入其中。
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
Diaspora, Indigenous, and Minority Education
Diaspora, Indigenous, and Minority Education Social Sciences-Cultural Studies
CiteScore
1.90
自引率
0.00%
发文量
24
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