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Methodological Notes on Modulations and Strata
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Gender Studies

Self-made school and the everyday making in Buenos Aires slums

Profile image of Silvia grinbergSilvia grinberg

2019, British Journal of Sociology of Education

https://doi.org/10.1080/01425692.2019.1565991
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19 pages

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Abstract

A governmentality ethnographic approach is adopted to examine the everyday making of school in Buenos Aires slums. By addressing events at the intersection of the life of school and of the neighborhood, in this article we problematize schooling-how it is put together and the tensions that beset it on a daily basis. The notion of the self-made school is proposed as a way to delve into how management society calls on the population to manage itself. We identify micro-procedures that take the shape of silent struggles to turn the school/neighborhood into a place to live. As a hypothesis, we propose that school is produced at the intersection of everyday struggles and the struggle for the everyday in the context of the precarization of life in the age of management. From a methodological standpoint what are at play are not dichotomies, but rather the stickiness and tension of daily practices. If we close our doors, they'll have beaten us. I am so excited, so moved. You know very well we've been through a lot together … next year is going to be good, we're going to take things further. You know that if there's a problem, I want you to find a solution-aim high, keep at it. (Liliana, secondary teacher) With these words, Liliana, a teacher at a secondary school located in a slum in the Buenos Aires Metropolitan Region, opened the graduation ceremony for the school's first graduating class. Figure 1 shows the scene: a banner that reads 'Graduating Class of 2017, School 47, ' followed by the name of the neighborhood, La Carcova, adorns the hall-and this is not a minor detail for the school. These words and the name of the neighborhood are not a coincidence. Both express the years and years of struggle to make school in an artisanal process. From the very beginning in the late 1980s, when the primary school was opened, to the formation of a complete secondary school in 2014, the process has entailed mobilizations and demonstrations, community meetings, and tireless struggle so that the school could open its doors and welcome students every day. Liliana speaks in the plural. She speaks for her fellow teachers, the families, the students, and the Carcova neighborhood.

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"He wanted to be a salesperson at a Nike store": A critical perspective about discourses and practices for meritocracy and social mobility in a poor urban school in Santiago, Chile
Pablo Barrientos Saavedra

This work is part of my Master in Educational Policy thesis, guided by Alejandra Falabella Ambrosio at Universidad Alberto Hurtado, Santiago, Chile. From the critical sociology of education, it has been argued that school socialization is based on a dominant culture (Apple, 1994) and the formalization of middle-class language codes at school supposes a starting point of disadvantage for the students from lower classes (Bernstein, 1990, in Varela, 1990). Tarabini-Castellani (2015) argued that teachers build their ideal student image from the characteristics of middle-class students, which contributes to naturalize or to the fundamental attribution error of the school failure of poorer students. In addition to this, in Chile, little has been investigated about how meritocratic and social mobility discourses affect the poorest students. For Jones and Vagle (2013), the persistent discourses on social mobility strengthen in students the idea that "certain jobs" and "certain workers" are not as valuable as others. The present investigation was focused on the practices and discourses of teachers and directive staff of a private, subsidized school located in a poor and emblematic neighborhood of Santiago. The research question asked was: What is the interaction like between institutional culture and students in a school located in a sector of urban poverty? During the first semester of 2016, qualitative information collection techniques were applied in Colegio Fernando de Aragón, such as interviews with directive staff, teachers, and parents, as well as ethnographic observations of a 4th-grade classroom, parents’ meetings, teachers’ meetings, and school breaks. As a result, the study’s author obtained teachers’ and administrators’ perceptions of the environment, the students and their families, as well as their practices related to meritocracy. In their opinion, the school must limit the socialization of the "slum"; teachers also made judgments about "good families" (those who are present and concerned about their children's education) and "bad families" (those mothers or guardians who are negligent caregivers; involved in crime or drug dealing), ignoring that these adults are also "victims" of poverty. Likewise, "high expectations" often became confused with middle-class expectations, leading to negative judgments about the student's expectations for the future. This leads us to think that both educators and policymakers need to gain a critical understanding of poverty, class differences and discrimination that occur inside the school.

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reconsidering school in painful times: an ending-beginning conversation authors walter omar kohan rio de janeiro state university
Walter Kohan

childhood & philosophy, 2025

This article consists of an epistolary conversation between two experienced scholars in the field of philosophy of childhood around different dimensions of schooling. Starting from a shared diagnosis of the actual state of the world where greed, mendacity, corruption, cynicism, and cruelty and violence in politics and public speech prevail, a common search for a (new) beginning of another world-a novum-is carried out. The concept of childhood plays a core role in this conversation, one inspired by the utopian thinking of various prophetic intellectuals: Deleuze and Guattari and "becoming child"; Spinoza's "joy"; Marcuse's "new sensibility"; the Romantic "renovation of perception" or William Blake's "cleansing" of the "doors of perception"; Paulo Freire's relationship to the concept of "beginning," and Nego Bispo's circle of "beginning-middle-beginning." The content and form of a general letter of intent to those adults participating in the formation of a hypothetical utopian school is discussed, imagining the relationship of such a school to lived space and time, body, animals, plants love, friendship, equality, hope, errantry, joy, questioning, listening, creating and

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Related topics

  • Sociology
  • Gender Studies

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    Hacer es reinventar: el suelo escolar en contextos de pobreza urbana
    Silvia Grinberg

    Revista Colombiana de Educación

    Con el ánimo de problematizar la vida escolar y el resultado de las estancias en terreno en dos escuelas secundarias públicas emplazadas en contextos de pobreza, este artículo de investigación discutirá la categoría de suelo escolar para describir las condiciones materiales-estructurales, geográficas y simbólicas en las que es realizado el trabajo docente. Para ello, se tomarán cuatro entrevistas en profundidad a actores escolares de dos escuelas públicas de la provincia del Chaco. En ellas se evidencia que en este suelo escolar deben ser atendidas múltiples urgencias —aunque esto es así desde la misma constitución de la escuela pública y urbano-periférica en Argentina—. Sin embargo, aquí —al problematizar esta categoría— también analizaremos las maneras en las que estas instituciones se configuran como espacios democráticos —si no son los únicos— en la vida de sus estudiantes.

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