Matus Ethnography and Education Policy

A Critical Analysis of Normalcy and Difference in Schools
1. Auflage 2019
ISBN: 978-981-13-8445-5
Verlag: Springer Singapore
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 3, 170 Seiten, eBook

Reihe: Education Policy & Social Inequality

This book addresses the relationship between the production of social problems in educational policy, the research practices required to inform policy, and the daily production of normalcies and differences in school contexts. It reports on the opportunities and consequences for policy, research, and practice when normalcy is stigmatized at the same level as difference. 

The book employs a critical analysis combining queer, feminist, and post-representational theories to understand the implications of dominant ways of understanding the division between normal and different subjectivities and how they reiterate structures of inequality in schools.

Zielgruppe

Research

Autoren/Hrsg.

Matus, Claudia

Inhaltsverzeichnis

1 Introduction: Schools are being produced right
now
.- 2 Shot and Fragment: The place of researchers in Ethnography.- 3 Queering habits and entanglements of the
Normal
and
Deviant
subjectivities in Ethnographies.- 4 Discomfort: Affects, actors, and objects in Ethnographic intervention.- 5 The production of the problem of difference in neoliberal educational policies.- 6 Normalcy and Deviance: The production of schools and their subjects.- 7
Diversity
and the failure of the civilizing project.- 8 Unpredictable meanings.- 9 Disentanglements.- 10 Future thoughts.

Über Autor(innen)

Claudia Matus
is an Associate Professor at the College of Education, Pontificia Universidad Católica de Chile. She leads the interdisciplinary research network (NDE | Normalcy, Difference and Education), which studies the production of gender norms in scientific research, educational institutions, and public spaces.  She also leads the research group BioSocioCultural Inclusion: Challenging Homogeneity in Education at the Center for Educational Justice, which focuses on advancing a discourse that problematizes and updates the complex links between the biological, social and cultural spheres and the effects these links have for the production of subjects, objects, and affects. Her research interests include subjectivities and post-representational theories, space/time and movement theories, knowledge production, and critical policy studies.