Tu eres mi otro yo/You Are My Other Me: An In-The-Flesh Ethic of Care Centering Body and Emotionality as Speaking Subjects Fostering Dignity, Interconnection, and Racialized Healing

• Published in: Equity & excellence in education Vol. 54; no. 3; pp. 271 - 284
• Main Authors: Sosa-Provencio, Mia, Vázquez Dathe, Magdalena, Qassem, Omkulthoom
• Format: Journal Article
• Language: English
• Published: Amherst Routledge 03.07.2021; Equity & Excellence
• Subjects: Caring; Culturally Relevant Education; English Language Learners; Epistemology; Ethics; Ethnic Studies; Ethnicity; Gender Bias; High School Teachers; Low income groups; Low Income Students; Minority Group Students; Minority students; Multicultural Education; Multiracial Persons; Pedagogy; Race; Racial Bias; Racial Identification; Social & emotional learning; Socioeconomic factors; Socioeconomic Status; New Mexico; United States > US
• ISSN: 1066-5684; 1547-3457
• DOI: 10.1080/10665684.2021.1995534

New Mexico is comprised predominantly of People(s) of Color: 23 sovereign Indigenous nations, diverse Mexicana/o and Black communities, and African, Middle Eastern, and Asian immigrant and refugee groups. Recently, Yazzi/Martinez v. New Mexico (2018) found the state failing its constitutional mandate to equitably educate socioeconomically disadvantaged children, English Language Learners, Native American and Mexicana/o students, and children with disabilities. This research highlights the pedagogy of three diverse high school Ethnic Studies educators who teach predominantly low income youth of color. Findings reveal a life-giving, political In-the-Flesh Ethic of Care (IEC) infusing critical, culturally relevant ethics of care with pedagogies and epistemologies situated in the Brown and Black body. These educators' IEC engages knowledge emanating from the enfleshed body and its emotionality in order to academically prepare and intellectually nourish multiethnic, multiracial students. Herein, body and emotionality are teacher/healers forging critical consciousness regarding sexism, queerphobia, anti-Indigenous, anti-African racism, and communing students as one collective.