Portraits of Mujeres Desjuiciadas
Womanist pedagogies of the everyday, the mundane and the ordinary
Bibliographic Data
| ID | 12215505 |
|---|---|
| Authors | Ruth Trinidad Galván (corresponding author) |
| Year | 2001 |
| Volume | 14 |
| Issue | 5 |
| Pages | 603-621 |
| Publication date | 2001-09-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Qualitative Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 0951-8398 • E-ISSN: 1366-5898 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/09518390110059856 |
| OpenAlex | W1974877026 |
| Language | EN |
| Citations received | 27 |
In this article, Ruth Trinidad Galvan describes her ethnographic study with rural women and their communities in Central Mexico, as well as her affiliation with a grassroots popular education organization. The organizing mechanism of the small savings groups and the women's work and participation in them inspired a reconceptualization of ''pedagogy'' situated in the multiple subject positions and conditions of campesinas. The reconceptualization of ''pedagogy,'' thus stems from a womanist perspective as it is based on the socio-cultural and economic conditions affecting campesinas, and situated in a complex web of interpersonal relationships of the everyday. Trinidad Galvan, then, describes the organic pedagogical forms of spirituality, well-being and convivencia as interrelated modes of teaching and learning, knowledge creation and identity production. Her work with campesinas and exploration of womanist pedagogies further expand US knowledge of immigrant peoples' values and experiences, as well as the ways they live, learn and teach each other in the everyday
Aesthetics · Art · Ethnography · Grassroots · Identity (music · Pedagogy · Political science · Situated · Sociology · Spirituality · Adult and Continuing Education Topics · Anthropology · Education in Rural Contexts · Feminist Theory and Gender Studies · Gender Studies · Psychology
The Laundromat as the Transnational Local
Language and Literacy in the Borderlands
Combining Qualitative Research Perspectives and Methods for Critical Social Purposes
Mothers’ gardens in arid soil
“We Have a Strong Way of Thinking … and It Shows through Our Words”
Testimoniosof Life and Learning in the Borderlands
Latina immigrant mothers as educators
Disrupting apartheid of knowledge
Aquí no somos unidos ’/‘We’re not united here’
Indigenous Urbanisms in Pandemic Times
Learning to trust
Calming the spirit and ensuring super-vivencia
Crafting Space and Cycles of Reciprocity for Comunera and Comunero Youth in a Transnational Indigenous Community in Michoacán, Mexico
De-Academizing Early Childhood Research
Healing Images and Narratives
Transnational Communities En La Lucha
Global Restructuring, Transmigration and Mexican Rural Women Who Stay Behind
Guerrillera Editorship enacts the decolonial imaginary of Chicana editors
Adult literacy education, gender equity and empowerment
Talking Spirituality with Family Members
We Are Our Only Way Forward”
Because we have lived it”
Cultural Production of a Decolonial Imaginary for a Young Chicana
Clan, Sage, and Sky
Remembering and Revisiting Pedagogies of the Home
Hay que hablar
Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies
| Citations per year | 1.13 |
|---|---|
| Citation span | 2002 - 2025 (24) |
| Highly cited | No |