时间规范性的殖民主义:探索童年的可能性

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
Andrew Pasley, Alejandra Jaramillo-Aristizabal
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引用次数: 0

摘要

本文对Maria Lugones、Elizabeth Freeman和Karen Barad的工作进行了衍射,以发展时间规范性的殖民主义概念。这种衍射阅读的动机是希望审视童年是殖民地遗产的方式,产生多种多样的儿童配置,体现各种不公正的代理分配。也就是说,就像性别的殖民性(Lugones,2007)一样,时间规范性的殖民性重新产生了童年应该如何表现的可接受性边界,作为更广泛的权力殖民性的一部分(Quijano,2000)。这项工作并没有表明这些殖民地是可分离的,承认性别、资本主义、劳工、残疾、种族、性取向、年龄和不平等现象的再现的纠缠。与其说殖民主义相互稀释,不如说我们展示了正是这种纠缠产生了规范童年的狭隘参数,助长了霸权,并影响了可理解性。虽然绘制童年殖民地的边界是有成效的,因为它抵制了殖民分类法的归化,但我们更关心的是,追踪这些纠缠如何让我们能够关注以不同方式做“童年”的可能性,对成为孩子意味着什么提供不同的反应。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Colonialities of chrononormativity: Exploring the im/possibilities of un/becoming childhoods
This paper diffracts the work of Maria Lugones, Elizabeth Freeman, and Karen Barad to develop the notion of colonialities of chrononormativity. This diffractive reading is motivated by a desire to examine the way childhoods are a colonial inheritance, producing multiplicitous configurations of children that embody various un/just distributions of agency. That is, like the coloniality of gender (Lugones, 2007), the coloniality of chrononormativity re/produces the boundaries of acceptability around how childhood ought to be performed, as part of broader colonialities of power (Quijano, 2000). This work does not suggest that these colonialities are separable, recognising the entanglement of gender, capitalism, labour, disability, race, sexuality, age, and the reproduction of inequalities. Rather than colonialities diluting one another, we demonstrate how it is this very entanglement that produces the narrow parameters of normative childhoods, fosters hegemony, and affects intelligibilities. While mapping the boundaries of colonialities of childhood is productive, insofar as it resists the naturalisation of colonial taxonomies, we are more concerned with how tracing these entanglements allows us to attend to the im/possibilities of doing ‘childhood’ differently, affording different responses to what it means to become child.
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来源期刊
Policy Futures in Education
Policy Futures in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
13.30%
发文量
76
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