Autor/es
Descripción
ver mas
Colaborador
Elizalde, Silvia
Esquivel, Juan Cruz
Materias
Spatial Coverage
Temporal Coverage
2017-2018
Idioma
spa
Extent
234 p.
Derechos
info:eu-repo/semantics/openAccess
Atribución-NoComercial-SinDerivadas 2.0 Genérica (CC BY-NC-ND 2.0)
Formato
application/pdf
Identificador
Cobertura
7006289
La Plata (inhabited place)
2017-2018
Abstract
The goal of this thesis is to understand the sexualized dimension of the school experience in two high schools from La Plata city, starting from an ethnographic study developed throughout 2017 and 2018. Hence, the analysis combines theorist contributions from cultural studies, feminist theory, critical pedagogy, and youth studies.
Since the centre is the sexualized experience of the subjects who dwell such schools the focus goes beyond the frame of the curricula contents taught, to lay in the totality of the academic everydayness. The work is interested in the themes and ways in which they are handled in class but, moreover, in describing how the variety of subjects inhabit these spaces, the legitimate (an illegitimate) means of managing bodies, the power and authority based relationships inter and intragenerational in its sexual-generic intersection, in the view that adult people set over young men and women, as well as the modes in which the latter constantly disassemble and re-assemble the institutional pedagogical mechanisms, negotiating and settling, in their turn, personal meanings which also take an important part in the everyday reality as a sexualized experience. Thus, adopting an ethnographic view implies surpassing the plane of “that which is said” regarding gender and sexuality, in order to emphasize the meanings that relates to coordinated action in educative contexts.
On the other hand, this work tries to show that such meanings acquire specific joints due to the cultural, material and historical distinctive features of each institution, all of them settling coordinates and logics of performance. As a consequence, the thesis describes and analyzes two institutional configuration of gender and sexuality, named normative and participatory, which demarcate possible school trajectories within it. These figures address two modulation regimes of the differences belonging to each institution, and even thou they are constantly negotiated and called into question, they still operate as powerful authority devices, since they constrain (in several ways) the teaching experiences by displaying excluding boundaries and by ranking hierarchically senses, practices, speeches and imaginaries that integrate their every-day life.
At the same time, this study portrays the dynamic, heterogeneous, porous and deeply belligerent character of these institutions, throughout historicizing some relevant aspects of the school everydayness, and also by highlighting certain tensions and struggles registered. Thus, the institutional configuration are conceived as the frame, as the (momentary) result and also as that which is put on stake in every-day experience within these schools, due to the fact that male and female students are active agents in the constant mutations that takes place.
The school experiences analyzed are delimited, in their turn, by wider sociocultural configurations which pose limits and specific pressures (Williams, 2000). Anyhow, the study located in two high schools reveals that in eachinstitution specific appropriations of that cultural material are held (Rockwell, 2005). This research is set in the academic-political tradition of the cultural studies (Grossberg, 2012), and it assumes the double defiance of analyzing the singularity of practices situated in the everydayness of the school, and at the same time seeks the possible articulations between those webs of senses and wider socio-cultural formations which constitutes their (material and symbolic) conditions of possibility.
As a consequence, the analysis located in two schools raises constant relations whit bigger process, without whom it would render unintelligible. Leaving aside any pretension of completeness, the present work highlights different scenes that account for re-configurations lived by the high schools. While emphasizing this, the priority was set over the decoupling, disorganization and perplexities brought about by the arousing visibility in school contexts of youth cultures, along with its aesthetic, political and affective repertoires. In particular, the thesis grants special relevance to the transformations happened in criterions regarding school dwelling and legitimacy of knowledge and authority, as well as the activism made possible by a strong context of collective awareness in political gender. Finally, the study also explores the emergence of certain discomforts and new modalities of resistance in the face of recurring pedagogical practices aimed to reverse the gender-sex inequities within and outside the schools.
Since the centre is the sexualized experience of the subjects who dwell such schools the focus goes beyond the frame of the curricula contents taught, to lay in the totality of the academic everydayness. The work is interested in the themes and ways in which they are handled in class but, moreover, in describing how the variety of subjects inhabit these spaces, the legitimate (an illegitimate) means of managing bodies, the power and authority based relationships inter and intragenerational in its sexual-generic intersection, in the view that adult people set over young men and women, as well as the modes in which the latter constantly disassemble and re-assemble the institutional pedagogical mechanisms, negotiating and settling, in their turn, personal meanings which also take an important part in the everyday reality as a sexualized experience. Thus, adopting an ethnographic view implies surpassing the plane of “that which is said” regarding gender and sexuality, in order to emphasize the meanings that relates to coordinated action in educative contexts.
On the other hand, this work tries to show that such meanings acquire specific joints due to the cultural, material and historical distinctive features of each institution, all of them settling coordinates and logics of performance. As a consequence, the thesis describes and analyzes two institutional configuration of gender and sexuality, named normative and participatory, which demarcate possible school trajectories within it. These figures address two modulation regimes of the differences belonging to each institution, and even thou they are constantly negotiated and called into question, they still operate as powerful authority devices, since they constrain (in several ways) the teaching experiences by displaying excluding boundaries and by ranking hierarchically senses, practices, speeches and imaginaries that integrate their every-day life.
At the same time, this study portrays the dynamic, heterogeneous, porous and deeply belligerent character of these institutions, throughout historicizing some relevant aspects of the school everydayness, and also by highlighting certain tensions and struggles registered. Thus, the institutional configuration are conceived as the frame, as the (momentary) result and also as that which is put on stake in every-day experience within these schools, due to the fact that male and female students are active agents in the constant mutations that takes place.
The school experiences analyzed are delimited, in their turn, by wider sociocultural configurations which pose limits and specific pressures (Williams, 2000). Anyhow, the study located in two high schools reveals that in eachinstitution specific appropriations of that cultural material are held (Rockwell, 2005). This research is set in the academic-political tradition of the cultural studies (Grossberg, 2012), and it assumes the double defiance of analyzing the singularity of practices situated in the everydayness of the school, and at the same time seeks the possible articulations between those webs of senses and wider socio-cultural formations which constitutes their (material and symbolic) conditions of possibility.
As a consequence, the analysis located in two schools raises constant relations whit bigger process, without whom it would render unintelligible. Leaving aside any pretension of completeness, the present work highlights different scenes that account for re-configurations lived by the high schools. While emphasizing this, the priority was set over the decoupling, disorganization and perplexities brought about by the arousing visibility in school contexts of youth cultures, along with its aesthetic, political and affective repertoires. In particular, the thesis grants special relevance to the transformations happened in criterions regarding school dwelling and legitimacy of knowledge and authority, as well as the activism made possible by a strong context of collective awareness in political gender. Finally, the study also explores the emergence of certain discomforts and new modalities of resistance in the face of recurring pedagogical practices aimed to reverse the gender-sex inequities within and outside the schools.
Título obtenido
Doctor de la Universidad de Buenos Aires en Ciencias Sociales
Institución otorgante
Universidad de Buenos Aires. Facultad de Ciencias Sociales