Becoming "Hijas de la Lucha": Political subjectification, affective intensities, and historical narratives in a Chilean all-girls high school

This article explores the processes by which Chilean female feminist public high school students used political and historical narratives and symbols during the feminist movement of 2018. It analyzes how these particular usages were crossed by affective intensities that worked to produce students�...

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Bibliographic Details
Published in:Theory and research in social education 2021-01, Vol.49 (1), p.27-53
Main Author: Errázuriz, Valentina
Format: Article
Language:English
Subjects:
Affect
Affective Behavior
Art Education
Chile
Ethnography
Females
Feminism
Foreign Countries
High School Students
history education
History Instruction
Neoliberalism
Participant Observation
Political Attitudes
political education
Single Sex Schools
Social Studies
Student Attitudes
Teaching Methods
Workshops
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Summary:This article explores the processes by which Chilean female feminist public high school students used political and historical narratives and symbols during the feminist movement of 2018. It analyzes how these particular usages were crossed by affective intensities that worked to produce students' political subjectivities as collective and agentic. This affective work was produced with other members of the school community and sometimes was met with anger, policing practices, and desires to exclude students from particular historical narratives. The data for this article were produced within a yearlong critical ethnographic study on the processes of production of high school feminist students' gender and political subjectivities in Chile, which included participant observation, testimonios interviews, art-based collective testimonios workshops, and analysis through affect theory. The findings show the types of historical and political narratives and symbols used by students, what affective intensities that crossed these symbols did to the students' political subjectivities, and the conflicts these intensities produced within the school community. The article concludes by examining how these findings might open new questions within the field of social studies education research.
ISSN:0093-3104
2163-1654
DOI:10.1080/00933104.2020.1857316