Claudia Matus

Undoing diversity: knowledge and neoliberal discourses in colleges of education

In this article we analyze discourses of ‘diversity’ in colleges of education in Chile. We contend that the use of discourses of diversity, as reproducing the separation between mainstream subjectivities and those uncontained by the category of normal, is one of the ways universities align themselves with the rules of a democratic society, based on ideas of multicultural understandings and tolerant communities proliferated by inter-governmental institutions such as the Organization for Economic Cooperation and Development (OECD) and others. Our interest is to question the marginalization of cultural politics through the intensification of these discourses. At the same time, we explore the relations between the advancement of neutral discourses of difference and the value-free practices expressed in neoliberal educational agendas. We use discourse analysis to read interviews with future teachers. We understand students’ narratives as perpetuating normative ways of thinking and legitimating those knowledges promoted by institutional curricula.

Producing global citizens for the future: space, discourse and curricular reform

This article inquires into discourses of globalisation as they are put to use to accelerate higher education’s seemingly ready acquiescence to the demands of the market. We maintain that globalisation operates as a way to reason about space that produces images and narratives of universities, knowledge and students. We focus our analysis on curriculum reform as a way universities materialise the seemingly abstract economic logic of the so-called ‘knowledge society’ at the level of student-citizens, who are to be educated to become economic globalisation’s next agents. In order to locate curriculum’s productive role within university respatialisation, we offer a discourse analysis of the circulation of ideas about globalisation and higher education through intergovernmental and national documents, which take material form in a US state university system’s attempted curricular reform of its general education core. We inquire into the ways space, as a rationality, acts to create systems of reasoning about institutions, knowledges and subjects that furthers the production of a neoliberal global imaginary.

NARRANDO LA VULNERABILIDAD ESCOLAR: PERFOMATIVIDAD, ESPACIO Y TERRITORIO

Resumen es: En este articulo exploramos la produccion, reproduccion y circulacion de los discursos de vulnerabilidad escolar a traves de las narrativas de estudiante...

Autonomy and the ambiguity of biological rationalities: systems theory, ADHD and Kant

ABSTRACT We present a theoretical review of notions of autonomy to show how they organize discourses within social sciences around the biological reality of ideal self-regulating individuals. First, we reconstruct key meanings of autonomy in biological theory, focusing on theories of autopoietic systems and their connections to constructivist epistemologies in the social sciences. Second, we discuss developmental and neuropsychological theories of self-regulation, demonstrating conceptual links with biological and systems theory. Third, we discuss the implications for education, using the case of attention deficit hyperactivity disorder as an example on how the construction of the biological, as the natural foundation of individuality, is intensified by the ideal integration of individuals as self-regulated agents. We argue that autonomy, theoretically rooted in modern philosophy, and expanded through system theory to biological and social sciences, has become a biopolitical project contributing to contemporary biological rationalities that produce the educated subject.

USOS DO AFETO NO CURRÍCULO ESCOLAR

En este articulo exploramos como el curriculum escolar usa el afecto, entendido como una tecnologia o fuerza para incitar ciertos comportamientos y moralidades, en estudiantes en Chile. En la medida en que el curriculum organiza el conocimiento en distintas dimensiones, como por ejemplo las actitudes, es que el afecto consolida la neutralidad requerida para mantener ordenes sociales y culturales; particularmente cuando nos referimos a categorias de raza, etnia, clase social, genero y sexualidad. Por lo tanto, el objetivo es mostrar como el afecto es usado a traves del curriculum escolar para promover formas neutrales de producir sujetos escolares. Mas que dar respuestas, el esfuerzo de este articulo esta en producir problematicas acerca de como se ha sofisticado la regulacion de los sujetos a traves del curriculum.In this paper, we explore the ways school curriculum uses affection to incite specific behaviors and moralities in students. As the curriculum organizes knowledge through different dimensions, for example in attitudes, is that affection that consolidates the required neutrality to sustain social and cultural orders; particularly when we are referring to the categories race, ethnicity, social class, gender, and sexuality. Thus, the goal is to show how affection is used in the school curriculum to promote neutral ways to produce school subjects. More than providing specific answers, the purpose of this article is to produce a problem on the ways how sophisticated mechanisms to regulate subjects have been set up.

USES OF AFFECT IN SCHOOL CURRÍCULUM

En este articulo exploramos como el curriculum escolar usa el afecto, entendido como una tecnologia o fuerza para incitar ciertos comportamientos y moralidades, en estudiantes en Chile. En la medida en que el curriculum organiza el conocimiento en distintas dimensiones, como por ejemplo las actitudes, es que el afecto consolida la neutralidad requerida para mantener ordenes sociales y culturales; particularmente cuando nos referimos a categorias de raza, etnia, clase social, genero y sexualidad. Por lo tanto, el objetivo es mostrar como el afecto es usado a traves del curriculum escolar para promover formas neutrales de producir sujetos escolares. Mas que dar respuestas, el esfuerzo de este articulo esta en producir problematicas acerca de como se ha sofisticado la regulacion de los sujetos a traves del curriculum.In this paper, we explore the ways school curriculum uses affection to incite specific behaviors and moralities in students. As the curriculum organizes knowledge through different dimensions, for example in attitudes, is that affection that consolidates the required neutrality to sustain social and cultural orders; particularly when we are referring to the categories race, ethnicity, social class, gender, and sexuality. Thus, the goal is to show how affection is used in the school curriculum to promote neutral ways to produce school subjects. More than providing specific answers, the purpose of this article is to produce a problem on the ways how sophisticated mechanisms to regulate subjects have been set up.

LOS USOS DEL AFECTO EN EL CURRÍCULUM ESCOLAR

En este articulo exploramos como el curriculum escolar usa el afecto, entendido como una tecnologia o fuerza para incitar ciertos comportamientos y moralidades, en estudiantes en Chile. En la medida en que el curriculum organiza el conocimiento en distintas dimensiones, como por ejemplo las actitudes, es que el afecto consolida la neutralidad requerida para mantener ordenes sociales y culturales; particularmente cuando nos referimos a categorias de raza, etnia, clase social, genero y sexualidad. Por lo tanto, el objetivo es mostrar como el afecto es usado a traves del curriculum escolar para promover formas neutrales de producir sujetos escolares. Mas que dar respuestas, el esfuerzo de este articulo esta en producir problematicas acerca de como se ha sofisticado la regulacion de los sujetos a traves del curriculum.In this paper, we explore the ways school curriculum uses affection to incite specific behaviors and moralities in students. As the curriculum organizes knowledge through different dimensions, for example in attitudes, is that affection that consolidates the required neutrality to sustain social and cultural orders; particularly when we are referring to the categories race, ethnicity, social class, gender, and sexuality. Thus, the goal is to show how affection is used in the school curriculum to promote neutral ways to produce school subjects. More than providing specific answers, the purpose of this article is to produce a problem on the ways how sophisticated mechanisms to regulate subjects have been set up.

Spaces and Subjectivities: Telling Trajectories of Vulnerability

The purpose of this article is to explore how spaces and bodies labeled as “vulnerable” are produced, reproduced, and recirculated in society. Contemporary ...

Espacios y subjetividades: Narrando las trayectorias de la vulnerabilidad.

The purpose of this article is to explore how spaces and bodies labeled as “vulnerable” are produced, reproduced, and recirculated in society. Contemporary ...

Espaços e subjetividades: Narrando as trajetórias da vulnerabilidade

The purpose of this article is to explore how spaces and bodies labeled as “vulnerable” are produced, reproduced, and recirculated in society. Contemporary ...