"Tu eres mi otro yo"/You Are My Other Me: An "In-the-Flesh" Ethic of Care Centering Body and Emotionality as Speaking Subjects Fostering Dignity, Interconnection, and Racialized Healing

Autor/inn/en	Sosa-Provencio, Mia; Vázquez Dathe, Magdalena; Qassem, Omkulthoom
Titel	"Tu eres mi otro yo"/You Are My Other Me: An "In-the-Flesh" Ethic of Care Centering Body and Emotionality as Speaking Subjects Fostering Dignity, Interconnection, and Racialized Healing
Quelle	In: Equity & Excellence in Education, 54 (2021) 3, S.271-284 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2021.1995534
Schlagwörter	Culturally Relevant Education; Socioeconomic Status; Low Income Students; Minority Group Students; High School Teachers; Ethnic Studies; Multicultural Education; Multiracial Persons; Race; Ethnicity; Racial Identification; Racial Bias; Gender Bias; Ethics; Caring; New Mexico + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Multikulturelle Erziehung; Mischling; Rasse; Abstammung; Ethnizität; Racial discrimination; Rassismus; Geschlechterstereotyp; Ethik; Care; Pflege; Sorge; Betreuung
Abstract	New Mexico is comprised predominantly of People(s) of Color: 23 sovereign Indigenous nations, diverse Mexicana/o and Black communities, and African, Middle Eastern, and Asian immigrant and refugee groups. Recently, "Yazzi/Martinez v. New Mexico" (2018) found the state failing its constitutional mandate to equitably educate socioeconomically disadvantaged children, English Language Learners, Native American and Mexicana/o students, and children with disabilities. This research highlights the pedagogy of three diverse high school Ethnic Studies educators who teach predominantly low income youth of color. Findings reveal a life-giving, political "In-the-Flesh" Ethic of Care (IEC) infusing critical, culturally relevant ethics of care with pedagogies and epistemologies situated in the Brown and Black body. These educators' IEC engages knowledge emanating from the enfleshed body and its emotionality in order to academically prepare and intellectually nourish multiethnic, multiracial students. Herein, body and emotionality are teacher/healers forging critical consciousness regarding sexism, queerphobia, anti-Indigenous, anti-African racism, and communing students as one collective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01