Abstracts
Abstract
This paper examines the transformational possibilities of educational curriculum design in fostering interrelational solidarities among mature migrant and diaspora women. It offers a brief introduction to an emerging doctoral project that engages with the educational experiences of mature migrant and diaspora women in Canada. Throughout a migrant woman’s displacement and “settlement” journey, friendships emerge as a starting point through which some women start to construct their agentic selves within and outside their homes, partners, and diasporic community. These friendships allow for a transnational self to emerge, one that can move beyond identification as the primary location for struggle, and towards shared, but different, experiences of oppression. By resisting neoliberal and multicultural immigration policies that isolate mature immigrant women and reproduce violence, these connections, communities, and friendships push settlement education systems to reckon with complicated, yet symbiotic experiences of migrant and diaspora women.
Keywords:
- educational curriculum design,
- transnational feminism,
- settlement education,
- diaspora studies,
- migration
Résumé
Cet article examine les possibilités transformationnelles dans la conception de programmes d’enseignement pour favoriser une solidarité interrelationnelle entre les femmes d’âge mûr immigrées et de diaspora. Il présente brièvement un projet de doctorat en cours d’élaboration qui porte sur les expériences d’éducation des femmes d’âge mûr immigrées et de diaspora au Canada. Tout au long du voyage de déplacement et d’“établissement à l’étranger” d’une femme migrante, les amitiés apparaissent comme point de départ par lequel certaines femmes commencent à construire leur moi agentique au sein de et en dehors de leur foyer, de leur couple et de leur communauté diasporique. Ces amitiés permettent l’émergence d’un moi transnational, capable d’aller au-delà de l’identification comme lieu principal de lutte et de la prise de conscience à des expériences d’oppression communes, mais différentes. En résistant aux politiques d’immigration néolibérales et multiculturelles qui isolent les femmes immigrées d’âge mûr et qui reproduisent la violence, ces liens, ces communautés et ces amitiés poussent les systèmes d’éducations basés sur les communautés immigrantes (settlement-based education) à tenir en compte les expériences compliquées mais symbiotiques des femmes migrantes et de diaspora.
Mots-clés :
- conception de programmes d’éducation,
- féminisme transnational,
- éducation basée sur les communautés immigrantes,
- études de la diaspora,
- migration
Appendices
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