Pedagogies of Being With: Witnessing, "Testimonio," and Critical Love in Everyday Social Movement

Autor/in	Villenas, Sofia A.
Titel	Pedagogies of Being With: Witnessing, "Testimonio," and Critical Love in Everyday Social Movement
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 32 (2019) 2, S.151-166 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Villenas, Sofia A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2018.1533148
Schlagwörter	Social Action; Social Justice; Teaching Methods; Activism; Race; Vignettes; Rural Areas; Females; Minority Groups; Personal Narratives; Hispanic Americans; Accountability; Self Determination; Stereotypes; History; Ethics; Cultural Awareness; Prosocial Behavior; Violence; Ceremonies; Art Products; Feminism; New York + Suchen Sie Ihr Suchwort? Soziales Handeln; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Aktivismus; Politischer Protest; Rasse; Abstammung; Rural area; Ländlicher Raum; Weibliches Geschlecht; Ethnische Minderheit; Erlebniserzählung; Hispanic; Hispanoamerikaner; Verantwortung; Selbstbestimmung; Klischee; Geschichte; Geschichtsdarstellung; Ethik; Cultural identity; Kulturelle Identität; Gewalt; Zeremoniell; Künstlerische Produktion; Feminismus
Abstract	This conceptual article explores education and the relational in everyday social movement. I highlight a single, local community event--a Speak Out--and travel with scholarship on public pedagogy, witnessing, and Latina feminist theories of coalition to articulate pedagogies of 'being with' in community activism for racial justice. My interpretive vignettes of the Speak Out are part of a larger ethnographic study focusing on a segment of a rural/small city community that moved with intention to teach and learn racial justice. While larger concrete goals were crucial and at the center of the community's curriculum for justice, the various sites and forms of race-conscious pedagogy in public life--community forums, vigils, celebrations, mural projects--were also enactments of a profound commitment to the relational, to finding common ground in difficult solidarities. With a focus on the testimonios of three women of Color participants in the Speak Out, I show how witnessing and testimonio were at the center of pedagogies of 'being with.' In this work of education, the women (1) redefined community, accountability, and ally work, (2) exposed the fissures in social justice organizing across difference, describing commitment to social action "with" rather than "for" those most affected by institutional violence, and (3) affirmed the knowledge, histories, and self-determination of people of Color while challenging self-defeating stereotypes. Critical love sustained an ethics of openness to difference and facilitated the intentional work of creating race-conscious learning communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01