Mother Pedagogies of Migration: Multiplicitous Identities and Pedagogies

Autor/inn/en	Godinez, Rosalinda; Baquedano-López, Patricia
Titel	Mother Pedagogies of Migration: Multiplicitous Identities and Pedagogies
Quelle	In: Diaspora, Indigenous, and Minority Education, 16 (2022) 3, S.185-199 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Godinez, Rosalinda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2021.2007074
Schlagwörter	Ethnography; American Indians; Hispanic Americans; Philosophy; Parent Participation; Teaching Methods; Agricultural Education; Place Based Education; Elementary School Students; Kindergarten; American Indian Students; Hispanic American Students; Food; School Activities; Immigrants; Indigenous Knowledge; Mothers; Mexican Americans; California (San Francisco); Washington + Suchen Sie Ihr Suchwort? Ethnografie; American Indian; Indianer; Hispanic; Hispanoamerikaner; Philosophie; Elternmitwirkung; Teaching method; Lehrmethode; Unterrichtsmethode; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Lebensmittel; Immigrant; Immigrantin; Immigranten; Mother; Mutter
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01