Teaching a Transnational Ethic of Black Lives Matter: An AfroCubana Americana's Theory of "Calle"

Autor/in	Dache, Amalia
Titel	Teaching a Transnational Ethic of Black Lives Matter: An AfroCubana Americana's Theory of "Calle"
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 32 (2019) 9, S.1094-1107 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2019.1645906
Schlagwörter	Global Approach; Foreign Countries; Social Justice; Activism; College Students; Cultural Influences; Blacks; Ethnicity; Ethnic Groups; Social Action; Hispanic American Students; African American Students; Cuba; New York (Rochester) + Suchen Sie Ihr Suchwort? Globales Denken; Ausland; Soziale Gerechtigkeit; Aktivismus; Politischer Protest; Collegestudent; Cultural influence; Kultureinfluss; Black person; Schwarzer; Ethnizität; Ethnie; Soziales Handeln; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Kuba
Abstract	The material conditions of populations in the Global South are interconnected with the material conditions of Black working-class urban communities in the U.S. Through this multi-scalar construction, I put forward a theory of Calle -- a transnational ethic of ethno-racial-spatial solidarity. Set within stages of dual geographies, my AfroCuban American cultural and familial history are paramount to understanding the landscapes that shaped my scholarly identity and pedagogy. As a researcher of the Ferguson movement while at the University of Missouri, I learned that Ferguson student-activists led several campus movements: Occupy SLU at St. Louis University (fall 2014), University of Missouri (MU) for Mike Brown (fall 2014), and Concerned Student 1950 (fall 2015) both at the University of Missouri. This residential foundation served as a site of liberation, inquiry, and pedagogy. In this article, I aim to disrupt the binaries of community/classroom, teacher/student, and engage in dialectics centered on the literal and figurative streets of Ferguson, Missouri. This rooting of a racial bone memory aligns with Black Lives Matter (BLM)'s tenet of globalism, which elevates a solidarity between all people of African descent on the continent of Africa and in the diaspora. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01