Menyuam Laib Ua Tau Laib: Using a Theory of Menyuam Laib as an Analytical Framework to Understand How Queer and Trans HMoob Youth Disrupt White-Cis-Het-Patriarchal Violence

• In Event: Refusing Racial Injustice: Generating Educational Possibilities Through HMoob Theory and Praxis

Abstract

Objectives: I introduce in this presentation a Theory of Menyuam Laib, a critical framework to help us understand the different ways Queer and transgender HMoob youth take up laib tactics to sustain and reimagine their language, culture, and futures when contesting and resisting white-cisgender-heteronormative-patriarchal violence through both individual or collective organizing.

Perspective(s) and theoretical framework: A Theory of Menyuam Laib builds upon the work of Dr. Ma Vang's History on the Run, Dr. Kong Pheng Pha's work with queer and trans HMoob youth around Queer Refugeeism, and Dr. Django Paris' Culturally Sustaining Pedagogy. Taken together, the three assist us with understanding the ways young people take up laib tactics - tactics that disrupt hegemonic knowledge and tactics that may converge from traditional HMoob practices and understanding -- to challenge deficit narratives about themselves and humanize their communities.

Methods, techniques, or modes of inquiry: Storying and experiential learning are two ways HMoob people have historically passed down knowledge, and we leaned into these to share individual and collective storying while engaging in laib tactics by blending traditional forms of HMoob practices (such as paj ntaub and paj huam) with new ways queer and trans HMoob youth have found for themselves to appreciate their language and culture as sustenance (such as spoken words, art, and fashion).

Data sources, evidence, objects, or materials: Data was collected through individual and collective storying, as well as participant-observations through experiential learning.

Results substantiated conclusions or warrants for arguments/point of view: A Theory of Menyuam Laib argues that we need to honor queer and trans HMoob youth as cultural reworkers, leaders and central collaborators of their movements. By following their lead and understanding the different laib tactics they engage, we can learn how they are sustaining and reimagine culture and practices to be more inclusive and bring these into the different learning spaces they are a part of to support and nurture their learning.

Scientific or scholarly significance of the study or work: The rise of studies about queer students in learning spaces continues to disproportionately center white queer students’ experiences, and the narratives of queer and trans HMoob youth remain largely invisible or framed within deficit language. This project was not designed to address the gaps in literature; instead, it is designed to disrupt the current lack of (asset-based) studies focusing on (queer and trans) HMoob youth in education already in place.

Author

• Doua Kha, University of Washington