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Claudia Matus
Chapter 1 Ethnography and Education Policy. A Critical Analysis of Normalcy and Difference in Schools
Abstract: This chapter introduces the major theoretical frames that delineate the object of study for researching the production of normalcy in school contexts. The major intellectual exercise in this work is to trouble the discursive, material, and affective paths that define how and why we should study the intertwined relation between policy, research practice, and […]
Pablo Herraz Mardones y Andrés Haye Molina
Chapter 2 Ethnography and Education Policy. A Critical Analysis of Normalcy and Difference in Schools
Abstract: The critical self-description of the researcher’s position is key to understanding how knowledge is constructed from the field to fuel fieldwork and knowledge communications. We specifically discuss the production conditions of ethnographic writing, focusing on the ways in which images of the field that the researchers elaborate by means of notes, descriptions, pictures, videos, […]
Claudia Matus
Chapter 3 Ethnography and Education Policy. A Critical Analysis of Normalcy and Difference in Schools
Abstract This chapter critically analyzes the production of normal and deviant identities in schools through the production of ethnographic texts. The chapter advances the argument that dominant notions of time and space facilitate an apolitical stability of subjects’ cultural and social positionalities as presented in five school ethnographies. Studying the political, material, epistemological, and affective […]
Carolina Rojas Lasch
Chapter 4 Ethnography and Education Policy. A Critical Analysis of Normalcy and Difference in Schools
Abstract This chapter discusses the development of a productive circuit of observation and transformation of discursive practices regarding normalcy and difference in educational institutions. In addition, a conceptual and methodological analysis of the complex relationships between ethnography and intervention are presented. In working with educational institutions, both processes were nominally raised and sequentially planned as […]
Marcela Apablaza Santis
Chapter 5 Ethnography and Education Policy. A Critical Analysis of Normalcy and Difference in Schools
Abstract Within the framework of an educational system based on administrative and financial neoliberal principles, this chapter responds to questions related to how educational policies produce and circulate discourses of difference and how such discourses play out in schools. The aim is to problematize Chilean educational policies of inclusion focusing specifically on mechanisms of production, […]
Anita Sanyal Tudela
Chapter 6 Ethnography and Education Policy. A Critical Analysis of Normalcy and Difference in Schools
Abstract This chapter aims at describing the ways everyday discourses of the school produce normal and deviant subjectivities, and how these contribute to the continued production of the school itself. I draw from the ethnographic studies to make descriptions of an all-girls school and a mostly boys school, and pay special attention to the ways […]
Laura Luna Figueroa and Alfredo Gaete
Chapter 7 Ethnography and Education Policy. A Critical Analysis of Normalcy and Difference in Schools
Abstract In this chapter we show how the diversification of the school population in two Chilean public schools has turned into a crucial means for survival and an awkward problem at the same time. Coigue School and Alerce School, despite many contradictions between their discourses and their practices, seem to have embraced diversity as a […]
Claudia Matus
Chapter 8 Ethnography and Education Policy. A Critical Analysis of Normalcy and Difference in Schools
Abstract This chapter presents excerpts produced in the field arranged around themes. I organize this chapter rhizomatically rather than linearly to explore the political possibilities of meaning taking form in the relation between the reader and the scenes. The act of interpreting and getting something out of field notes interrupts the narrow idea of expertise […]
Claudia Matus
Chapter 9 Ethnography and Education Policy. A Critical Analysis of Normalcy and Difference in Schools
Abstract This chapter argues that the production of ethnographies can be a critical source for informing policy design on issues of diversity and inclusion. Ethnography from a postrepresentational perspective and the implications for the ways we conceptualize and represent issues of difference in school contexts and policy-making are explored. In making sense of the possibilities […]
Claudia Matus
Chapter 10 Ethnography and Education Policy. A Critical Analysis of Normalcy and Difference in Schools
Abstract As part of our concerns and motivations to write this book, in this final chapter, I argue that we cannot talk about social transformation and educational justice outside the neoliberal framework that is present in the public policy landscape in Chile. The active production of diversity and inclusion discourses in Chile since 2012 represents […]