A "Revolucionista" Ethic of Care: Four Mexicana Educators' Subterraneous Social Justice Revolution of Fighting and Feeding

Autor/in	Sosa-Provencio, Mia Angélica
Titel	A "Revolucionista" Ethic of Care: Four Mexicana Educators' Subterraneous Social Justice Revolution of Fighting and Feeding
Quelle	In: American Educational Research Journal, 56 (2019) 4, S.1113-1147 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218814168
Schlagwörter	Caring; Social Justice; Mexicans; Mexican Americans; Females; Teacher Attitudes; Teaching Methods; Personal Narratives; Feminism; Epistemology; Power Structure; Self Concept; Political Issues; Disadvantaged Youth; Land Settlement; Cultural Background; Activism; Middle School Teachers; High School Teachers + Suchen Sie Ihr Suchwort? Care; Pflege; Sorge; Betreuung; Soziale Gerechtigkeit; Mexikaner; Hispanoamerikaner; Weibliches Geschlecht; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Erlebniserzählung; Feminismus; Erkenntnistheorie; Selbstkonzept; Politischer Faktor; Benachteiligter Jugendlicher; Siedlungsraum; Aktivismus; Politischer Protest; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule
Abstract	This qualitative Testimonio study reveals an ethic of care particular to Mexican/Mexican American youth through pedagogy and Testimonios of four Mexican/Mexican American female educators along the U.S./Mexico border. Using a Chicana feminist epistemology, findings reveal a reframed social justice revolution I term Revolucionista Ethic of Care, which bears an identity rooted in land, corn, and ancestral lines; urgency to resist oppression alongside knowledge that doing so is dangerous; fluid, protective Mexicana/Mestiza consciousness; and undetectable weapons of Body, Spirit, Tongue. Amid growing human rights abuses and a U.S. administration hostile to dissent, findings are increasingly relevant. Findings may inform dialogue regarding sociopolitical issues shaping schooling for marginalized youth and may advance theoretical and curricular understanding of social justice education and ethic(s) of care. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01