On the Abolition of Belonging as Property: Toward Justice for Immigrant Children of Color

Souto‐Manning, Mariana

doi:10.1177/00420859211017967

Cited by 9 publications

(14 citation statements)

References 42 publications

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“…Liberation in ECE is a complex endeavor. In an education system that is designed to meet white community needs and interests and maintain the white power structure (Meiners, 2016; Souto-Manning, 2021), liberation for ourselves and others cannot be achieved through the current structure. We must spend a significant amount of our own learning and teaching time unlearning, unteaching, and relearning from outside the field of ECE and academia.…”

Section: Discussionmentioning

confidence: 99%

“…The term “abolition” is an intentional reminder that what we face is not a broken system; it is a system that is designed to get the results produced (Davis, 2010; Stovall, 2018). ECE has been used as a weapon to legitimize capitalist interests, (re)producing systems of ranking and sorting young children through carceral logic, thereby positioning children and families of color at the bottom of the social strata (Souto-Manning, 2021). As Ladson-Billings (2017: 5) reminds us, “school is often a place of trauma” for many Black and Indigenous people, and other people of color.…”

Section: Abolitionmentioning

confidence: 99%

“…We do not and cannot speak for other marginalized communities, including our own. Our hope here is to spark conversations on ECE within and beyond the school walls, centering on belonging, justice, and hope (Souto-Manning, 2021).…”

Section: Writing As a Collectivementioning

confidence: 99%

“…Early care and education systems have been marked by damaging practices, pathologizing portrayals, and carceral pedagogies, which demand radical reimagining (Beneke et al, 2022;Meiners, 2016;Souto-Manning, 2021). Given the entrenched nature of violence against non-dominant communities, we understand that a dismantling of the world is required for us to turn to the ways of knowing, living, and being of those most impacted.…”

mentioning

confidence: 99%

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Abolition and ethnic studies in early care and education

Yeh

Agarwal-Rangnath

Moses

2023

Contemporary Issues in Early Childhood

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The authors enter this conversation on equity, inclusion, and belonging in early care and education with abolition and ethnic studies as necessary standpoints that must be embodied to build what the world can and should be for its youngest inhabitants. Early care and education systems have been marked by damaging practices, pathologizing portrayals, and carceral pedagogies, which demand radical reimagining. The authors offer this writing as a collective—of early childhood educators, motherscholars, and community workers—realizing that there is more expertise and possibilities for change from the collective than any one person alone. This article shares how ethnic studies and abolition gave the authors the language and concepts to put their dreams of humanizing learning experiences for young children into action. They describe key concepts and examples of how abolition and ethnic studies can serve as methodological frameworks to attend to the survivance of young children and communities of color.

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Section: Discussionmentioning

confidence: 99%

Section: Abolitionmentioning

confidence: 99%

Section: Writing As a Collectivementioning

confidence: 99%

mentioning

confidence: 99%

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Abolition and ethnic studies in early care and education

Yeh

Agarwal-Rangnath

Moses

2023

Contemporary Issues in Early Childhood

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“…While larger narratives call on educators to embrace cultural and linguistic diversity, we draw on notions of bordering (Yuval‐Davis et al, 2019) to claim that disciplinary and educational boundaries continue to dictate who does and does not belong. Belonging has been, and continues to be, determined by communicative norms of whiteness (Baker‐Bell, 2020b; Souto‐Manning, 2021; Souto‐Manning et al, 2021) that otherize Black, Indigenous, and other children of Color in schooling contexts. This often results in children feeling that they do not belong, both emotionally, as they are often unseen in learning activities, and politically, as their performance on nation‐state‐mandated examinations declare them different (Yuval‐Davis, 2011).…”

Section: A Paradigmatic Shift: From Diversity To Debordering From Inc...mentioning

confidence: 99%

ELA as English Language Abolition: Toward a Pedagogy of Communicative Belonging

Souto‐Manning

Martinez

Musser

2022

Reading Research Quarterly

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Racialized notions of language and literacy are harmful to children in U.S. schools, and English Language Arts is a primary site whereby white supremacist language ideologies are enacted and justified, being most harmful to Black, Indigenous, and other students of Color. The authors—Mariana Souto‐Manning, Danny C. Martinez, and Adam D. Musser—former ELA teachers and current university‐based educators committed to the pursuit of justice, are motivated by the questions What can we do? and What should we do? in response to this harm. This conceptual article briefly traces the history of harm embedded in ELA classrooms before theorizing a debordering of English Language Arts and advancing a healing pedagogy for communicative belonging. Guided by the restorative justice principles of harms, needs, and obligations, it engages quilting as metaphor and process. Through quilting, the authors inquire into the harms of ELA as a disciplinary project rooted in exclusion, anti‐Blackness, and colonialism. Undertaking reparative caring and attending to Black, Indigenous, and other students of Color often unaccounted for in education reforms, Souto‐Manning, Martinez, and Musser advance ELA as English Language Abolition, seeking to abolish tokens of diversity in ELA classrooms and create spaces for true belonging via collaborative, future‐oriented work. Ultimately, while recognizing that the future imaginings of communicative belonging are part of a utopian project that imagines learning ecologies freed from and free of colonial and white logics, this article forwards a healing pedagogy of communicative belonging, offering the potential to abolish the harms long perpetrated in ELA classrooms by dominant conceptualizations of ELA.

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After Belonging: Aileen Moreton-Robinson’s ‘I Still Call Australia Home’

Laurie

2023

Using Social Theory in Higher Education

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A classroom can be a place to belong. Students become settled, ideas become familiar, relations become belongings. Teachers attentive to belonging can support critical conversations without fear that students will accidentally stumble onto alienating terrain. But the desire to settle, to make familiar, and to belong is not without its own ambivalence. For example, should non-Indigenous Australian students feel they ‘belong’ when engaging with the legacies of settler colonialism? Is learning about Aboriginal and Torres Strait Islander cultures and communities a desirable way for non-Indigenous students to feel settled in Australia? Aileen Moreton-Robinson’s work interrogates two impulses towards belonging among non-Indigenous Australians. On the one hand, she considers the erasure of Indigenous belonging through the legal fallacy of terra nullius and its subsequent variations in myths of British belonging to Australia. On the other hand, the essay questions non-Indigenous appeals to Indigenous communities as potential partners in national projects of collective belonging. Moreton-Robinson shows that non-Indigenous Australians ‘possess’ their symbolic home in the nation-state at the expense of Indigenous belonging. In what ways can non-Indigenous students be invited to question practices of belonging? What new classroom might this produce, and would everyone need to belong?

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On the Abolition of Belonging as Property: Toward Justice for Immigrant Children of Color

Cited by 9 publications

References 42 publications

Abolition and ethnic studies in early care and education

Abolition and ethnic studies in early care and education

ELA as English Language Abolition: Toward a Pedagogy of Communicative Belonging

After Belonging: Aileen Moreton-Robinson’s ‘I Still Call Australia Home’

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