Drawing upon ethnographic and case study research conducted across two educational settings in the United States, this article examines emergent spaces and practices of education that result from, or are affected by, the presence of minoritized diasporic communities. In light of ongoing currents of xenophobia in the United States and practices of racialization in everyday experiences of schooling, I argue that these diasporic educational spaces work as counterspaces of epistemic possibility, in which conceptions of identity and belonging—ones that are often foreclosed in the mainstream and predominantly white educational spaces—become viable. Examining the cultural production within these spaces troubles the idea that diasporic educational spaces primarily maintain or privilege transnational ties to “home.” I conclude that these educational spaces highlight two related points: first, diasporic educational sites engender creative possibilities for reworking exclusionary discourses; second, they point to the need for a further decentering and decolonization of pedagogy and curriculum in public secondary schools.

中文翻译：

---

“我们可以呼吸的地方”：作为认识论可能性场所的教育的散居反空间

本文利用在美国两个教育环境中进行的民族志和案例研究研究，探讨了由少数族裔散居社区的存在或受其影响的新兴空间和教育实践。鉴于美国持续存在的仇外情绪和日常学校教育中的种族化做法，我认为这些流散的教育空间作为认知可能性的反空间，在其中身份和归属的概念——这些概念在教育中经常被排除在外。主流和以白人为主的教育空间——变得可行。考察这些空间内的文化生产，让侨民教育空间主要维持或优先考虑与“家”的跨国联系的想法感到不安。我的结论是，这些教育空间突出了两个相关的点：第一，侨民教育网站为改造排他性话语提供了创造性的可能性；其次，他们指出公立中学的教学和课程需要进一步去中心化和非殖民化。