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"Pedagogies of the Broken-Hearted": Notes on a Pedagogy of Breakage, Women of Color Feminist Decolonial Movidas, and Armed Love in the Classroom/Academy

"Pedagogies of the Broken-Hearted": Notes on a Pedagogy of Breakage, Women of Color Feminist... “Pedagogies of the Broken- Hearted” Notes on a Pedagogy of Breakage, Women of Color Feminist Decolonial Movidas, and Armed Love in the Classroom/Academy Anne (Anna) Ríos- Rojas It is indeed necessary that this love be an “armed love,” the fi ghting love of those convinced of the right and the duty to fi ght, to denounce, and to an- nounce. It is this form of love that is indispensable to the progressive educa- tor and that we must all learn. — Paulo Freire, Teachers as Cultural Workers, 41 Th e decolonial feminist’s task begins by her seeing the colonial diff erence, emphatically resisting her epistemological habit of erasing it. Seeing it, she sees the world anew, and then she requires herself to drop her enchantment with “woman,” the universal, and begins to learn about other resisters at the colonial diff erence. Th e reading moves against the social- scientifi c objectifying reading, attempting rather to understand subjects, the active subjectivity emphasized as the reading looks for the fractured locus in resistance to the coloniality of gender at a coalitional starting point. In thinking of the starting point as coalitional because the fractured locus is in common, the histories of http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Frontiers: A Journal of Women Studies University of Nebraska Press

"Pedagogies of the Broken-Hearted": Notes on a Pedagogy of Breakage, Women of Color Feminist Decolonial Movidas, and Armed Love in the Classroom/Academy

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Publisher
University of Nebraska Press
Copyright
Copyright © Frontiers Editorial Collective, Inc
ISSN
1536-0334

Abstract

“Pedagogies of the Broken- Hearted” Notes on a Pedagogy of Breakage, Women of Color Feminist Decolonial Movidas, and Armed Love in the Classroom/Academy Anne (Anna) Ríos- Rojas It is indeed necessary that this love be an “armed love,” the fi ghting love of those convinced of the right and the duty to fi ght, to denounce, and to an- nounce. It is this form of love that is indispensable to the progressive educa- tor and that we must all learn. — Paulo Freire, Teachers as Cultural Workers, 41 Th e decolonial feminist’s task begins by her seeing the colonial diff erence, emphatically resisting her epistemological habit of erasing it. Seeing it, she sees the world anew, and then she requires herself to drop her enchantment with “woman,” the universal, and begins to learn about other resisters at the colonial diff erence. Th e reading moves against the social- scientifi c objectifying reading, attempting rather to understand subjects, the active subjectivity emphasized as the reading looks for the fractured locus in resistance to the coloniality of gender at a coalitional starting point. In thinking of the starting point as coalitional because the fractured locus is in common, the histories of

Journal

Frontiers: A Journal of Women StudiesUniversity of Nebraska Press

Published: May 19, 2020

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