社会正义联盟发展模式的缺陷与可能性——基于边界理论的跨差异团结

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
Beth Douthirt-Cohen, Tomoko Tokunaga, T. McGuire, Hana Zewdie
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引用次数: 2

摘要

摘要过去25年 多年来,教育工作者和活动家们一直使用盟友发展模型来强调拥有特权的人如何跨越身份差异实现团结。在美国历史上最大规模的种族正义抗议活动之后,人们对如何以及是否能保持正义的势头感到担忧,因此,设想人们如何发展成为“盟友”变得更加紧迫。这些模式将焦点放在“盟友关系”上,将其视为一种团结形式,可以中断压迫,进一步伸张正义。然而,这些盟友发展模式也会限制对身份、权力和特权差异的团结,尤其是在持续的暴力和残酷的非人化背景下。一些局限性包括对身份的二元思维的强化,以及对成为和成为“盟友”的线性过程的错误认识。为了扩展当前和加强未来的“盟友”模型,本文试图在这些发展模式与后殖民文化研究领域中来自边界理论的身份和团结的一些概念之间展开对话。这些理论以一种细致入微、文化复杂的方式将身份和跨越差异的遭遇概念化,从而形成一种更加知情、可持续、合乎道德和负责任的团结。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Pitfalls and Possibilities of Social Justice Ally Development Models: Lessons From Borderland Theories for Building Solidarity Across Difference
Abstract Over the past 25 years, educators and activists have used ally development models to emphasize how someone with privilege can enact solidarity across identity differences. Conceptualizing how people develop into “allies,” is even more pressing in the aftermath of the largest racial justice protests in recorded US history with concerns about how and if the momentum toward justice will be maintained. These models place a spotlight on “allyship” as a form of solidarity that could interrupt oppression and further justice. However, these ally development models can also limit imagining solidarity across identity, power, and privilege differentials especially in the context of ongoing violence and brutal dehumanization. Some limitations include a reinforcement of binary thinking about identity and a false sense of a linear process of becoming and being an “ally.” In order to expand current and strengthen future “ally” models, this article is an attempt to begin a discourse between these development models and some of the conceptualizations of identity and solidarity that come from borderland theories in the field of postcolonial cultural studies. These theories conceptualize identity and encounters across difference in a nuanced and culturally complex way, which can lead to the development of a more informed, sustainable, ethical, and accountable solidarity.
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来源期刊
Educational Studies-AESA
Educational Studies-AESA EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
33
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