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Disrupting Eurocentric epistemologies: Re‐mediating transitions to centre intersectionally‐minoritised immigrant children, families and communities
Author(s) -
SoutoManning Mariana
Publication year - 2018
Publication title -
european journal of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.577
H-Index - 45
eISSN - 1465-3435
pISSN - 0141-8211
DOI - 10.1111/ejed.12309
Subject(s) - immigration , privilege (computing) , sociology , transition (genetics) , gender studies , pedagogy , political science , biochemistry , chemistry , gene , law
Abstract In this article, I examine intersectionally‐minoritised immigrant children’s transitions from community‐based pre‐kindergartens to elementary schools (kindergartens) in the most segregated school system in the US. Attending to issues of blockage and fragmentation inherent to transitions, I analyse transition supports, interpreting and critiquing them through the perspectives of Latinx immigrant teachers and mothers. Through interviews, I listen to, learn from and reposition Latinx immigrant teachers and mothers as important constructors of knowledge who hold valuable (albeit often disprivileged) perspectives for reorganising the ecology of transitions. Centering the experiences of immigrant mothers and their young children, I problematise dominant understandings and conceptualisations of transition, unveiling how these privilege dominant ways of being and behaving. In doing so, I shed light on the possibility of re‐mediating transitions in ways that centre the perspectives of Latinx immigrants.