Walking the story of my Indo-Mauritian indentured ancestry: An arts-based inquiry into voiced resistance and conflict with reconciliation

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH
Nish Belford
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引用次数: 1

Abstract

Reconciliation is a contested term often associated with postcolonial discourses, contending with global histories of injustice, racial discrimination and dispossession that affect diverse groups (slaves, indentures or Indigenous people). Reconciliation stories mainly encounter resistance when problematized by individual experiences. As a woman of Indo-Mauritian indenture descent, I explore my ancestral stories from gendered dimensions: hailed by hardships, discrimination and patriarchal norms from colonialization and its legacies. I discuss my perceived subalternity and disempowerment in defining my positioning and identity. From an arts-based inquiry, I use bricolage to combine art·I/f/act·ology, evocative auto-ethnography and emotional reflexivity in framing emotion-based writing. Intersectionality as a theoretical lens situates the influences of race, culture, ethnicity, caste, gender and identity processes within my narratives. The discussion emphasizes a voiced resistance and conflict with reconciliation. My visual narratives display and are rooted in the listening and co-ownership of ancestral stories as mine, wherein I find voice and agency.
走在我的印度-毛里求斯契约祖先的故事中:以艺术为基础的对口头抵抗和和解冲突的调查
和解是一个有争议的术语,通常与后殖民话语有关,与影响不同群体(奴隶、契约或土著人民)的不公正、种族歧视和剥夺的全球历史相抗衡。和解故事主要在被个人经历问题化时遇到阻力。作为一名印度-毛里求斯契约血统的女性,我从性别维度探索我祖先的故事:受到殖民及其遗产的苦难、歧视和父权规范的欢迎。在定义我的定位和身份时,我讨论了我感知到的次等性和被剥夺的权力。从一个基于艺术的调查,我使用拼贴结合艺术·我/f/行为·学,唤起自我民族志和情感反身性框架基于情感的写作。交叉性作为一种理论视角,将种族、文化、民族、种姓、性别和身份过程的影响置于我的叙事中。讨论强调了一种带有和解的反抗和冲突。我的视觉叙事展示并植根于对祖先故事的倾听和共同所有权,我在其中找到了声音和代理。
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来源期刊
International Journal of Education through Art
International Journal of Education through Art EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.10
自引率
16.70%
发文量
34
期刊介绍: International Journal of Education Through Art is published in partnership with InSEA. The International Journal of Education Through Art is an English language journal that promotes relationships between art and education. The term ‘art education’ should be taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features.
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