How Do We Know Whether the Glass Is Half Full? Reflections on Equity, Hope, and Cycles of Violence

Autor/in	Suárez, Enrique
Titel	How Do We Know Whether the Glass Is Half Full? Reflections on Equity, Hope, and Cycles of Violence
Quelle	In: Cultural Studies of Science Education, 14 (2019) 2, S.411-424 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-019-09921-2
Schlagwörter	Stellungnahme; Social Justice; Civil Rights; Victims; Violence; Youth Programs; Family Violence; Animals; Foreign Countries; Community Programs; Argentina + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Bürgerrechte; Grundrechte; Zivilrecht; Victim; Opfer; Gewalt; Jugendsofortprogramm; Animal; Tier; Tiere; Ausland; Argentinien
Abstract	How should we define "equity and justice" when it comes to communities and countries with historical, political, and economic trajectories different than ours? In the article "Rethinking equity: standpoints emerging from a community project with victims of violence and abuse in Argentina," Castaño Rodríguez, Barraza, and Martin argue that it is crucial to define and implement situated views of equity and justice, especially ones that build on Freire's "Pedagogy of Hope". Leveraging feminist standpoint theory, Castaño Rodríguez and her colleagues described how a sanctuary for non-human animals in rural Argentina tried to support the socioemotional growth of a group of youths who faced domestic violence. The analyses led the authors to propose a "glass half-full" definition of equity that recognizes and builds on the resources, resilience, and positive outlook on difficult situations of the oppressed. On first approach, I agreed with Castaño Rodríguez, Barraza, and Martin's call for the need to remain vigilant about how we define equity and operationalize it when working with historically marginalized communities. However, as I detail in this forum piece, my endorsement of the authors' "glass half-full" situated vision of equity was undermined by tensions I experienced related to: (1) the article's theoretical underpinnings; (2) its methodological approaches, particularly inhabiting a kind of "view from nowhere"; and (3) (unintended) implications of their conclusions about hope in the face of cycles of violence. While the work calls our attention to key ideas and methods, such as situated definitions of equity and the role of feminist standpoint theory, I conclude the authors' "glass half-full" definition of equity sidestepped the structures that undergirded the violence youths and their community experienced and, therefore, did not realize its full potential. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01