“Somewhere We Can Breathe”: Diasporic Counterspaces of Education as Sites of Epistemological Possibility
“Somewhere We Can Breathe”: Diasporic Counterspaces of Education as Sites of Epistemological Possibility
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“我们可以呼吸的地方”：作为认识论可能性场所的教育离散空间
DOI：
10.1086/705427
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发表时间：
2019
影响因子：
1.8
通讯作者：
R. Shirazi
中科院分区：
文献类型：
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作者：
R. Shirazi
借鉴人种学和案例研究在美国的两个教育环境中进行的研究，本文探讨了新兴的空间和教育的做法，导致或影响，少数民族散居社区的存在。鉴于目前的仇外心理在美国和种族化的做法，在日常的学校教育的经验，我认为，这些散居教育空间的工作作为counterspaces的认识的可能性，在其中的身份和祝福的概念，往往是在主流和主要是白色教育空间，成为可行的。考察这些空间中的文化生产，会使流散教育空间主要维持或优先考虑与“家园”的跨国联系的想法变得困难。我的结论是，这些教育空间突出了两个相关的点：第一，流散教育网站产生创造性的可能性，重新加工排他性的话语;第二，他们指出，需要进一步去中心化和去殖民化的教学法和课程在公立中学。
Drawing upon ethnographic and case study research conducted across two educational settings in the United States, this article examines emergent spaces and practices of education that result from, or are affected by, the presence of minoritized diasporic communities. In light of ongoing currents of xenophobia in the United States and practices of racialization in everyday experiences of schooling, I argue that these diasporic educational spaces work as counterspaces of epistemic possibility, in which conceptions of identity and belonging—ones that are often foreclosed in the mainstream and predominantly white educational spaces—become viable. Examining the cultural production within these spaces troubles the idea that diasporic educational spaces primarily maintain or privilege transnational ties to “home.” I conclude that these educational spaces highlight two related points: first, diasporic educational sites engender creative possibilities for reworking exclusionary discourses; second, they point to the need for a further decentering and decolonization of pedagogy and curriculum in public secondary schools.