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Ethnography and Education Policy

A Critical Analysis of Normalcy and Difference in Schools

  • Book
  • © 2019

Overview

Editors:
  1. Claudia Matus

    1. Center for Educational Justice, Pontificia Universidad Católica de Chile, Macul, Santiago (RM), Chile

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  • Provides a rich understanding of neoliberal contexts for policies related to diversity in schools
  • Offers specific methodological tools for critical research on school and policy design
  • Examines issues of normalcy and difference in a school context

Part of the book series: Education Policy & Social Inequality (EPSI, volume 3)

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-v
    Download chapter PDF

  2. Introduction: Schools Are Being Produced Right Now

    • Claudia Matus
    Pages 1-18

  3. Shot and Fragment: The Place of Researchers in Ethnography

    • Pablo Herraz Mardones, Andrés Haye Molina
    Pages 19-34

  4. Queering Habits and Entanglements of the Normal and Deviant Subjectivities in Ethnographies

    • Claudia Matus
    Pages 35-53

  5. Discomfort—Affects, Actors, and Objects in Ethnographic Intervention

    • Carolina Rojas Lasch
    Pages 55-72

  6. The Production of the Problem of Difference in Neoliberal Educational Policies

    • Marcela Apablaza
    Pages 73-92

  7. Normalcy and Deviance: The Production of Schools and Their Subjects

    • Anita Sanyal Tudela
    Pages 93-109

  8. Diversity and the Failure of the Civilizing Project

    • Laura Luna Figueroa, Alfredo Gaete
    Pages 111-134

  9. Unpredictable Meanings

    • Claudia Matus
    Pages 135-150

  10. Disentanglements

    • Claudia Matus
    Pages 151-165

  11. Future Thoughts

    • Claudia Matus
    Pages 167-170
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Keywords

About this book

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.

Editors and Affiliations

  • Center for Educational Justice, Pontificia Universidad Católica de Chile, Macul, Santiago (RM), Chile

    Claudia Matus

About the editor

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.

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