Esquisitar pontes: Possíveis diálogos entre feministas queer chicanas e brasileiras para uma crítica literária de margem / Esquisiting Bridges: Possible dialogues between queer feminist Chicanas and Brazilians for a literary criticism from the margins

Resumo: A proposta deste artigo é esquisitar pontes e aproximar os feminismos contra- hegemônicos da América Latina, mais especificamente do Brasil, dos pensamentos produzidos pelas Chicanas, na fronteira entre os EUA e o México. Através dessa aproximação, buscamos potencializar a crítica literária feminista brasileira ao considerar processos de produção de conhecimento advindos de posicionamentos marginalizados. Enquanto a conceituação do esquisito vem do trabalho da pesquisadora brasileira Eliana Ávila (2015), a construção de pontes entre distintos grupos marginalizados emerge do pensamento fronteiriço de Gloria Anzaldúa e Cherríe Moraga (1981). Os trabalhos de Lélia Gonzalez (1984, 1988) e Larissa Pelúcio (2012) também se entrelaçam aos de autoras Chicanas para questionar relações de poder a apagamentos culturais históricos. Ao esquisitar pontes, desenvolve-se diálogos e articulações a partir de uma visão conscientemente parcial capazes de encontrar as potencialidades políticas para construções epistemológicas que levam em consideração os saberes localizados. É desse posicionamento que reforçamos a proposta de um queer esquisito e questionamos as relações geográficas de poder a partir de uma perspectiva brasileira.Palavras-chave: pontes; esquisito; queer; chicana; geopolítica; feminismo.Abstract: The objective of this article is to esquisitar (queer, in a free translation) bridges and to bring closer counter-hegemonic feminisms from Latin-America, more specifically from Brazil, and those developed by the Chicanas, in the borders between the USA and Mexico. Through this dialogue, we intend to potentialize the Brazilian feminist literary criticism by considering processes of knowledge production from marginalized positions. While the concept of esquisito comes from the works of the Brazilian researcher Eliana Ávila (2015), the construction of bridges between distinct groups emerges from the border thinking of Gloria Anzaldúa e Cherríe Moraga (1981). The works of Lélia Gonzalez (1984; 1988) and Larissa Pelúcio (2012) are also intertwined to the ones from Chicana authors to question power relations and historical cultural invisibilities. By esquisiting bridges, it is possible to develop political potentialities and epistemological constructions that take into consideration situated knowledges. From this perspective, we reinforce the proposal of an esquisito queer and question the geopolitics from a Brazilian point of view.Keywords: bridges; esquisito; queer; chicana; geopolitics; feminism.

Decoloniality, Language and Literacy

Through a range of unconventional genres, representations of data, and dialogic, reflective narratives alongside more traditional academic genres, this book engages with contexts of decoloniality and border thinking in the Global South. It captures the learning that takes place beyond the borders of disciplines and formal classroom spaces.

Ruptures of Possibility: Mexican Origin Mothers as Critical Border Pedagogues

In U.S. schools, educators are often regarded as knowledge producers and sole pedagogues, whereas parents (particularly of Color) are perceived as not engaged or interested in their child(ren)'s education (Colgrove, 2019; Nuñez, 2019; Ramirez, 2020). These negative stereotypes and white-centered discourses sustain raciolinguistic perspectives (Rosa & Flores, 2017) of families of Color and immigrant backgrounds. For the present study, we employed critical discourse analysis to explore why and how Mexican mothers raise bilingual children by examining how their experiences inform us about their powerful roles as critical translanguaging pedagogues. Drawing on border thinking and pedagogy of border thinking, the findings revealed two main themes: (1) how mothers recognize and draw on the ruptures of cultural and linguistic worlds, and (2) how they sustain language through family and cultural practices. Lastly, we share implications for educators, teacher educators, and policymakers.

Border Thinking: Latinx Youth Decolonizing Citizenship

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Decoloniality of school governance in Lesotho: A Religio-historical approach

In this work, I examined the church's continuous ownership and governance of schools in Lesotho using colonial discourse analysis. I began by underlining the power struggle between the church and the state in school management, which dates back to the introduction of Western formal education in Lesotho by missionaries. I then argued that coloniality is the cause of the church's continued ownership and governance of schools. I also demonstrated how the church's continued ownership and administration of schools has harmed the church's credibility while also jeopardising education service delivery in the country. Decoloniality is presented as a counter-approach in my recommendation. Decoloniality deconstructs and reveals the limitations of coloniality ideology masquerading as the truth of events, as promoted by both religious and secular fundamentalists. Decoloniality proposes border thinking at various stages of delinking from a mission Christian education system. Border thinking assumes a diversity of viewpoints, with religious and secular viewpoints coexisting in the delivery of public education.

Performing the Bounds of Responsibility

This paper investigates border-making dynamics in the two political arenas where my subjectivity is most acutely implicated across time—the Jewish Holocaust (as an intergenerational victim) and the Aboriginal genocide (as an unwitting beneficiary). Albeit that there are many differences between the drivers of antisemitism and racism against Indigenous Australians, I investigate both of these racist structures through the lens of border-thinking as theorised by Walter Mignolo as a method of decolonisation (2006). The article has been formatted as an example of discursive border-crossing by juxtaposing theoretical ideas (particularly inspired by Zygmunt Bauman and Deborah Bird Rose) with interjections from my personal journal. I explore my own performative storytelling as a means for me to take responsibility to question power structures, acknowledge injustice, and to enact the potential for ethical dialogue between myself and others. This responsibility gestures to the possibility of border crossing as an ‘act of liberation’ that resides in the acknowledgement of historical injustices and their continued impact on both the beneficiaries and the victims of coloniality in the present.

Decolonizing Arab organizational Knowledge: “Fahlawa” as a Research Practice

This article draws attention to how management scholars “the outsiders within” who are structurally positioned within the academies of dominant powers might negotiate the complexities of producing a locally rooted and meaningful knowledge, emancipated from the U.S. hegemony while carrying organization studies in Arab countries. Drawing upon my different ethnographic journeys as a researcher, brought up in an Arab country with a Francophone intellectual mindset and studying Arab management practices, I will discuss both the potential for and the difficulties of critical engagement with a decolonizing management research agenda. Then, and building on critical border thinking tradition, I will propose the Egyptian term “Fahlawa” as a metaphor for better describing the challenges of a decolonizing research practice that privileges contestation and perpetual bricolage over formal and universal design. Finally, I will conclude by highlighting the potential of “Fahlawa” as a survival/resistance practice to theorize what is unthought and invisible in management literature and to build situated knowledge less organized by U.S. domination.