Rooted in Amistades! M(other)work for Language, Learning, and Thriving in the U.S.

• In Event: Linguistic M(other)work as Pedagogy, Resistance, and Disruption: Language and Immigrant Futurity in Education Research

Abstract

Purpose
Historically, adult immigrants in the U.S. have been perceived as threats, public charges, servants, and in need of white and English-speaking saviors, educators, sponsors, and “masters” (Chavez, 2013). Specifically, non-English speaking female immigrant Brown and Black individuals have been harmed, excluded, and even erased, resulting in long-lasting historical stereotypes of weak, in-need, unintelligent, and freeloading female immigrants (Kaltman et al., 2011). Unfortunately, this context has shaped the development of adult education and bilingualism for Latina mothers in the U.S.

With this paper, we aim to reflect on how Colectivo Amistades–a monthly support group for and led by Latina mothers (mostly newcomers in the U.S.)–supports each other’s use of their native language, English development, adult education, healing, and thriving. Through the development of amistades (friendships) in a community-led space, this group resists and disrupts the aforementioned stereotypes and pedagogies in the Midwestern U.S. Through the examination of our personal interactions and reflections in Amistades, we use the Chicana m(other)work framework to bring new insights for adult education with and for non-English speaking immigrant mothers and communities.

Theoretical Framework
Chicana m(other)work framework (Caballero et al., 2019) is a feminist critical theory and praxis that challenges heteropatriarchy, English-dominance, and whiteness. This framework purposefully brings to light the daily work of resistance, policy making, care, education, and survival of mothers of color, and unforgets the institutional, social, and individual violence against them (Collins, 2022).

Methods and Data Sources
We collected data for 2 years inside the Colectivo Amistades, including: journaling on Google Docs and notebooks (24 pages), chat logs, planning of activities for the support group (8 pages), reports (5 pages), and reflections from pláticas and playdates (n=22). Then, we did open and axial coding to identify themes, following a constructivist grounded theory approach (Charmaz, 2014).

Results
The grassroots work of Latina mothers through the Colectivo Amistades provides evidence that Latina mothers: (1) use their first language to create safe spaces to meet their and their families’ needs in the U.S.; (2) collectively support their learning, bilingualism, and thriving in a new city; (3) develop caring relationships and friendships to overcome traumatic experiences prior, during, and after migrating; (4) support their informal and home-based small businesses, (5) recognize each other’s humanity, leadership, and power to transform themselves, their families, and the community; and (6) naturally develop “informal” learning spaces through constant networking via WhatsApp chat groups and in-person gatherings and pláticas.

Significance
This research contributes to the disruption of traditional stereotypes against Latina mothers by sharing an example of how mothers created their own informal learning space that meets their needs comprehensively. By focusing on the mothers’ use of their first language, dynamic leadership, strength, and community work to build the futures they dream of, this research contributes to the positioning of mothers as their own liderezas, educators, and saviors. Lastly, this study informs adult education about the impact and best practices of grassroots movements and learning.

Author

• Sophia Piral Lee, University of Missouri