"Thinking Back through Our Mothers": A Curriculum of Organic Relationality

Autor/in	Wang, Hongyu
Titel	"Thinking Back through Our Mothers": A Curriculum of Organic Relationality
Quelle	In: Curriculum Inquiry, 51 (2021) 3, S.332-349 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Hongyu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2021.1941796
Schlagwörter	Mothers; Daughters; Interpersonal Relationship; Parent Child Relationship; Altruism; Diversity; Feminism; Curriculum; Gender Issues; Educational Environment; Indigenous Knowledge; Cultural Influences; Social Bias; Gender Bias; Racial Bias; Foreign Countries; China; United States + Suchen Sie Ihr Suchwort? Mother; Mutter; Daughter; Tochter; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Altruistic behavior; Altruismus; Feminismus; Curricula; Lehrplan; Rahmenplan; Geschlechterfrage; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Cultural influence; Kultureinfluss; Geschlechterstereotyp; Racial discrimination; Rassismus; Ausland; USA
Abstract	The feminist motif "thinking back through our mothers" calls us to claim the mother's heritage, not to identify with her, not to repudiate her, but to become ourselves in a middle ground. In this article, the thread of thinking back through our mothers for a curriculum of organic relationality crosses different times and places and includes different racial, sexual, class, linguistic, and national contexts. I weave this thread thematically along three major lines. First, I explore the role of interconnectedness and relational dynamics as central to such a curriculum. Second, I discuss creative tensionality between mothers and daughters as generative and having implications for reclaiming the classroom in a space of simultaneous un/attachment, un/burdening, and non/belonging. Third, I argue that nonviolent relations across differences is the site for building a curriculum community that welcomes the alterity of the other and grows compassionate relationships. While drawing upon diverse women writers and feminist curriculum scholars, I also weave in autobiographical stories about my mother, who is a retired teacher educator in China. While this ongoing weaving does not lead to one singular blended product, gratitude despite difficulty emerges as one path to claim the maternal legacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01