Becoming “Hijas de la<i>Lucha</i>”: Political subjectification, affective intensities, and historical narratives in a Chilean all-girls high school

Errázuriz, Valentina

doi:10.1080/00933104.2020.1857316

Cited by 8 publications

(7 citation statements)

References 59 publications

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“…Emotions, in fact, "cohere the feeling of community of individuals and human groups, and are expressed in recognizable gestures" ([30], p. 357). This emotional and affective cohesion was demonstrated in the use by secondary education students of certain exclusionary political and historical narratives during the Chilean feminist movement in 2018 [31]. Similarly, it could be evidenced in the digital analysis of the #MeToo movement, in which the polarized use of aggressive and destructive language versus more positive ones oriented towards education and the defense of human rights was identified [32].…”

Section: Figurementioning

confidence: 81%

Hate Speech, Emotions, and Gender Identities: A Study of Social Narratives on Twitter with Trainee Teachers

Sánchez

Blanch

Quintana

et al. 2021

IJERPH

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The objective of this study is, on the one hand, to analyse emotional responses to the construction of hate speech relating to gender identity on Twitter. On the other hand, the objective is to evaluate the capabilities of trainee primary education teachers at constructing alternative counter-narratives to this socially alive issue, surrounding the approval of the Ley de Identidad de Género [Gender Identity Law] in Chile, in 2018. With this two-fold objective in mind, quantitative, descriptive, and inferential analysis and qualitative analysis techniques are all applied. The results inform us of the influence of socially constructed emotions and feelings that are expressed in social narratives. However, the narratives of the participants neither appeared to reach satisfactory levels of reflection on the social issues that stirred their own emotional responses, nor on the conflict between reason and the value judgements that they expressed in the digital debate (counter-narratives). These results point to the need to consider both emotions and feelings, as categories of social analysis, and to reflect on their forms of expression within the framework of education for inclusive democratic citizenship.

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Section: Figurementioning

confidence: 81%

Hate Speech, Emotions, and Gender Identities: A Study of Social Narratives on Twitter with Trainee Teachers

Sánchez

Blanch

Quintana

et al. 2021

IJERPH

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“…While history education can be positioned as objective and knowable (VanSledright, 2008), research also documents the emotional nature of teaching and learning history in schools (Barton & McCully, 2010; Errazuriz, 2021; Goldberg, 2017b; Miles, 2019; Zembylas, 2016). Emotions, whether acknowledged or not, are present, significant, and influential for students and teachers alike.…”

Section: Emotional Rules In Two History Classroomsmentioning

confidence: 99%

Emotional rules in two history classrooms

Sheppard

2023

The Journal of Social Studies Research

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Drawing on feminist and sociocultural theories of emotion that focus on the social, political, and dynamic nature of emotions in history teachers’ pedagogical decision-making, this article presents findings from the analysis of interviews with two white teachers on the role of emotions in their teaching of history in comprehensive, urban high schools. While the teachers perceived that students’ emotional connection to historical content was a necessary step in learning history, each teacher negotiated different emotional rules in their classrooms, creating unique learning experiences for their students. This study demonstrates the significance of emotions in history teaching, providing examples of the complexity of how teachers navigate dominant discourses about students and education and their own personal goals when it comes to teaching about the past.

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“…Paralelo a lo anterior, las niñas se enfrentan a una serie de exigencias por parte de sus formadores y del contexto socio cultural en general, debiendo responder a parámetros históricos basados en los roles heterosexistas, como también en la construcción de categorías que deben responder a una ciudadanía modelo. Como señala Errázuriz (2021), los nuevos contornos de la ciudadanía modelo para las niñas impacta a las escuelas, afectando a las estudiantes al requerir de un gran número de características positivas que deben ser logradas de forma individual y competitiva. A la vez, la autora señala que las ciudadanías generizadas requieren especialmente de una educación que empodere a las niñas en aspectos que terminan perpetuando una educación desigual vinculando la resigni cación de lo femenino bajo la exigencia de nuevos cánones: mayor esfuerzo personal, excelencia, empoderamiento y éxito en lo económico.…”

Section: 'Hay Que Hacerlo Todo': Neoliberalización De La Igualdadunclassified

Tensiones en la escuela: educación para las niñas bajo la impronta neoliberal

Montenegro¹,

Matus

Errázuriz

2022

RHV

Self Cite

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Problematizar la producción del género -y específicamente de lo femenino en el contexto escolar- es particularmente complejo. De un tiempo a esta parte, han sido las propias estudiantes quiénes han señalado la disconformidad con un sistema educativo que persiste en implementar acciones tanto institucionales como cotidianas que plasman y producen diferencias sexistas de forma significativa. La escuela se ha transformado así en un espacio de disputa y territorio en conflicto, donde conviven nuevas perspectivas de niñas y jóvenes en relación a las exigencias de derechos, de hacer escuchar su voz y manifestación pública de disconformidad, en el contexto actual de movilizaciones que cuestionan el neoliberalismo imperante. A partir del marco y contexto anterior, se analizarán las etnografías realizadas en dos establecimientos educativos, durante 2014-2018. En ellas es posible identificar dos ejes argumentativos relevantes que dan cuenta de la producción de mujeres como sujetos de segunda categoría, acentuando el análisis en el cruce entre las formas de economización de la vida en clave neoliberal, y las implicancias de esto desde una perspectiva de género.

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Becoming “Hijas de laLucha”: Political subjectification, affective intensities, and historical narratives in a Chilean all-girls high school

Cited by 8 publications

References 59 publications

Hate Speech, Emotions, and Gender Identities: A Study of Social Narratives on Twitter with Trainee Teachers

Hate Speech, Emotions, and Gender Identities: A Study of Social Narratives on Twitter with Trainee Teachers

Emotional rules in two history classrooms

Tensiones en la escuela: educación para las niñas bajo la impronta neoliberal

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