Valentina Errázuriz | Pontificia Universidad Catolica de Chile (original) (raw)

Papers by Valentina Errázuriz

Revista de humanidades de Valparaíso, May 30, 2022

Tensiones en la escuela: educación para las niñas bajo la impronta neoliberal

Journal of International Social Studies, Mar 2, 2017

This article explores the construction of the category "Woman" in the official history and social... more This article explores the construction of the category "Woman" in the official history and social studies curricular documents distributed by the Chilean Ministry of Education to all public and charter schools in 2014. It answers two major questions: what are the characteristics and acceptable gender performances of the category "Woman" in these Chilean curricular documents? Are there differences in the expected/acceptable performances of "Woman" according to her categories of ethnicity/race or social class? I will argue that these curricular documents construct a historical narrative where two archetypal categories represent possible, oppressive gendered citizens. Students that wish to be identified as "Woman" will be able to read these categories as scripts for gender performance. The objective of this paper is to disrupt untroubled "inclusive" historical narratives.

Revista de Humanidades de Valparaíso

Problematizar la producción del género -y específicamente de lo femenino en el contexto escolar- ... more Problematizar la producción del género -y específicamente de lo femenino en el contexto escolar- es particularmente complejo. De un tiempo a esta parte, han sido las propias estudiantes quiénes han señalado la disconformidad con un sistema educativo que persiste en implementar acciones tanto institucionales como cotidianas que plasman y producen diferencias sexistas de forma significativa. La escuela se ha transformado así en un espacio de disputa y territorio en conflicto, donde conviven nuevas perspectivas de niñas y jóvenes en relación a las exigencias de derechos, de hacer escuchar su voz y manifestación pública de disconformidad, en el contexto actual de movilizaciones que cuestionan el neoliberalismo imperante. A partir del marco y contexto anterior, se analizarán las etnografías realizadas en dos establecimientos educativos, durante 2014-2018. En ellas es posible identificar dos ejes argumentativos relevantes que dan cuenta de la producción de mujeres como sujetos de segunda ...

Gender and Education, Dec 13, 2021

In this article, we analyze our individually written testimonios and group conversations about ou... more In this article, we analyze our individually written testimonios and group conversations about our experience as 'woman' in Catholic schools in Chile, using Butler's concept of performativity and Braidotti's concept of nomadic subjectivity. We argue that some Catholic schools in Chile reproduce the category 'woman' as a pure, selfless, sexy, heterosexual mother who is an inferior and erasable being that is frequently discounted. This reproduction is done via different procedures of shaming, silencing, and even sexual violence. We experienced the telling of these testimonios as troubling but productive. First, this paper addresses the ideologies, values, and practices that Catholic schools construct around gender. Second, it suggests that the telling of and engagement with stories of embodied experiences is a beneficial strategy to battle gender oppression and work through productive discomfort and affects. Finally, the article considers the importance of dismantling subjectivity formation processes that consider some bodies as disposable.

Debates de Justicia Educacional, 2022

Social inequality and changes in students' expected political participation in Chile.

This article explores the construction of the category "Woman" in the official history ... more This article explores the construction of the category "Woman" in the official history and social studies curricular documents distributed by the Chilean Ministry of Education to all public and charter schools in 2014. It answers two major questions: what are the characteristics and acceptable gender performances of the category "Woman" in these Chilean curricular documents? Are there differences in the expected/acceptable performances of "Woman" according to her categories of ethnicity/race or social class? I will argue that these curricular documents construct a historical narrative where two archetypal categories represent possible, oppressive gendered citizens. Students that wish to be identified as "Woman" will be able to read these categories as scripts for gender performance. The objective of this paper is to disrupt untroubled "inclusive" historical narratives.

Theory & Research in Social Education, 2021

ABSTRACT This article explores the processes by which Chilean female feminist public high school ... more ABSTRACT 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.

Globalisation, Societies and Education, 2021

This article inquires into what sort of socioemotional education and conviviality are produced wh... more This article inquires into what sort of socioemotional education and conviviality are produced when pleasurable literary reading is encouraged in neoliberal cultures. We critically explore the celebration of reading for socioemotional education as it is produced in official government documents distributed to schools in Chile. Assisted by Sara Ahmed’s conceptualisation of the cultural politics of emotions and Chantal Mouffe’s agonistic theory, we highlight how literary reading is promoted as a tool to manage difference and resolve conflict. We relate the hopes set on reading to a celebratory cult of happiness in which structural injustices are erased.

Este artículo explora la construcción de la categoría "Mujer" en los documentos... more Este artículo explora la construcción de la categoría "Mujer" en los documentos curriculares de historia social y estudios sociales distribuidos por el Ministerio de Educación de Chile a todas las escuelas municipales y particulares subvencionados en el 2014. Responde dos preguntas principales: ¿cuáles son las características y representaciones de género aceptables para la categoría "Mujer" en estos documentos curriculares chilenos? ¿Hay diferencias en las actuaciones esperadas/aceptables de "Mujer" según sus categorías de etnia, raza o clase social? Argumentaré que estos documentos curriculares construyen una narrativa histórica en la que dos categorías arquetípicas de “Mujer” emergen y promueven opresivas reglas para la ciudadanía de las mujeres. Los estudiantes que deseen ser identificados como "Mujer" entenderán estas categorías como guiones para su desempeño ciudadano y de género. El objetivo de este artículo es problematizar las narrativas históricas "inclusivas" actuales.

Feminist Media Studies, 2019

ABSTRACT This paper analyzes the convergence between the Chilean feminist and student movements t... more ABSTRACT This paper analyzes the convergence between the Chilean feminist and student movements through the use of public, feminist Facebook websites administrated by Chilean high school students. The article explores the ways in which these feminist students participate and interact with others on these websites while producing their gender/political subjectivities. Using narrative analysis, the paper presents their processes of subjectification as part of emerging social movement stories. I argue that these websites provide the necessary conditions for students to engage in political actions and produce their collective gender/political subjectivities as the protagonists in the feminist student social movement narratives. This process is co-constructed by the visitors to the sites, who sometimes police the students, using hegemonic discourses regarding female minors. The paper amplifies a body of research on online feminism by exploring gender and political subjectivity production through social media in a Latin American context, and calls attention to digital social movement actions as a form of political engagement in the present.

Gender and Education, 2021

In this article, we analyze our individually written testimonios and group conversations about ou... more In this article, we analyze our individually written testimonios and group conversations about our experience as ‘woman’ in Catholic schools in Chile, using Butler’s concept of performativity and Braidotti’s concept of nomadic subjectivity. We argue that some Catholic schools in Chile reproduce the category ‘woman’ as a pure, selfless, sexy, heterosexual mother who is an inferior and erasable being that is frequently discounted. This reproduction is done via different procedures of shaming, silencing, and even sexual violence. We experienced the telling of these testimonios as troubling but productive. First, this paper addresses the ideologies, values, and practices that Catholic schools construct around gender. Second, it suggests that the telling of and engagement with stories of embodied experiences is a beneficial strategy to battle gender oppression and work through productive discomfort and affects. Finally, the article considers the importance of dismantling subjectivity formation processes that consider some bodies as disposable.

Globalisation, Societies and Education, 2021

This article inquires into what sort of socioemotional education and conviviality are produced wh... more This article inquires into what sort of socioemotional education and
conviviality are produced when pleasurable literary reading is
encouraged in neoliberal cultures. We critically explore the celebration
of reading for socioemotional education as it is produced in official
government documents distributed to schools in Chile. Assisted by Sara
Ahmed’s conceptualisation of the cultural politics of emotions and
Chantal Mouffe’s agonistic theory, we highlight how literary reading is
promoted as a tool to manage difference and resolve conflict. We relate
the hopes set on reading to a celebratory cult of happiness in which
structural injustices are erased.

Curriculum Inquiry, 2021

Reading is often regarded as a public good and an essential part of developing almost every aspec... more Reading is often regarded as a public good and an essential part of developing almost every aspect of human potential. In this article, we survey the “affective economies” of literary reading through a textual and visual analysis of documents issued by Chile’s Ministry of Education. Through a critical and diffractive reading of these documents with Ahmed’s (2004, 2010) and Braidotti’s (2018) conceptualizations of the affective, we claim that when reading is presented as beneficial, pleasurable, and promising, an assemblage of exclusion is set into motion. We describe how the affective repertoires in these documents reinforce oppressive and exclusionary neoliberal values under the guise of the promise of future happiness. The pleasure and happiness that can be achieved through literary reading, however, is only accessible to those who are willing to orientate themselves in the “right ways.” In this orientation, the cognitive is privileged over the emotional, and readers are supposed to learn to postpone any current demands for the promise of future happiness.

Theory & Research in Social Education, 2021

This article explores the processes by which Chilean female feminist public high school students ... more 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.

Feminist Media Studies, 2019

This paper analyzes the convergence between the Chilean feminist and student movements through th... more This paper analyzes the convergence between the Chilean feminist and student movements through the use of public, feminist Facebook websites administrated by Chilean high school students. The article explores the ways in which these feminist students participate and interact with others on these websites while producing their gender/political subjectivities. Using narrative analysis, the paper presents their processes of subjectification as part of emerging social movement stories. I argue that these websites provide the necessary conditions for students to engage in political actions and produce their collective gender/political subjectivities as the protagonists in the feminist student social movement narratives. This process is co-constructed by the visitors to the sites, who sometimes police the students, using hegemonic discourses regarding female minors. The paper amplifies a body of research on online feminism by exploring gender and political subjectivity production through social media in a Latin American context, and calls attention to digital social movement actions as a form of political engagement in the present.

Journal of International Social Studies, 2017

This article explores the construction of the category " Woman " in the official history and soci... more This article explores the construction of the category " Woman " in the official history and social studies curricular documents distributed by the Chilean Ministry of Education to all public and charter schools in 2014. It answers two major questions: what are the characteristics and acceptable gender performances of the category " Woman " in these Chilean curricular documents? Are there differences in the expected/acceptable performances of " Woman " according to her categories of ethnicity/race or social class? I will argue that these curricular documents construct a historical narrative where two archetypal categories represent possible, oppressive gendered citizens. Students that wish to be identified as " Woman " will be able to read these categories as scripts for gender performance. The objective of this paper is to disrupt untroubled " inclusive " historical narratives.

Book Chapters by Valentina Errázuriz

Ciudadanías, educación y juventudes. Investigaciones y debates para el Chile del futuro, 2021

Justicia Educacional: Desafíos para las Ideas, las Instituciones y las Prácticas en la Educación Chilena, 2020

IBSN 978-956-357-267-4

Revista de humanidades de Valparaíso, May 30, 2022

Tensiones en la escuela: educación para las niñas bajo la impronta neoliberal

Journal of International Social Studies, Mar 2, 2017

Revista de Humanidades de Valparaíso

Gender and Education, Dec 13, 2021

Debates de Justicia Educacional, 2022

Social inequality and changes in students' expected political participation in Chile.

Theory & Research in Social Education, 2021

Globalisation, Societies and Education, 2021

Feminist Media Studies, 2019

Gender and Education, 2021

In this article, we analyze our individually written testimonios and group conversations about ou... more In this article, we analyze our individually written testimonios and group conversations about our experience as ‘woman’ in Catholic schools in Chile, using Butler’s concept of performativity and Braidotti’s concept of nomadic subjectivity. We argue that some Catholic schools in Chile reproduce the category ‘woman’ as a pure, selfless, sexy, heterosexual mother who is an inferior and erasable being that is frequently discounted. This reproduction is done via different procedures of shaming, silencing, and even sexual violence. We experienced the telling of these testimonios as troubling but productive. First, this paper addresses the ideologies, values, and practices that Catholic schools construct around gender. Second, it suggests that the telling of and engagement with stories of embodied experiences is a beneficial strategy to battle gender oppression and work through productive discomfort and affects. Finally, the article considers the importance of dismantling subjectivity formation processes that consider some bodies as disposable.

Globalisation, Societies and Education, 2021

This article inquires into what sort of socioemotional education and conviviality are produced wh... more This article inquires into what sort of socioemotional education and
conviviality are produced when pleasurable literary reading is
encouraged in neoliberal cultures. We critically explore the celebration
of reading for socioemotional education as it is produced in official
government documents distributed to schools in Chile. Assisted by Sara
Ahmed’s conceptualisation of the cultural politics of emotions and
Chantal Mouffe’s agonistic theory, we highlight how literary reading is
promoted as a tool to manage difference and resolve conflict. We relate
the hopes set on reading to a celebratory cult of happiness in which
structural injustices are erased.

Curriculum Inquiry, 2021

Theory & Research in Social Education, 2021

Feminist Media Studies, 2019

Journal of International Social Studies, 2017

Ciudadanías, educación y juventudes. Investigaciones y debates para el Chile del futuro, 2021

Justicia Educacional: Desafíos para las Ideas, las Instituciones y las Prácticas en la Educación Chilena, 2020

IBSN 978-956-357-267-4

Nunca más Mujeres sin Historia; Conversaciones Feministas, 2018

Este artículo explora la construcción de la categoría "Mujer" en los documentos curriculares de h... more Este artículo explora la construcción de la categoría "Mujer" en los documentos curriculares de historia social y estudios sociales distribuidos por el Ministerio de Educación de Chile a todas las escuelas municipales y particulares subvencionados en el 2014. Responde dos preguntas principales: ¿cuáles son las características y representaciones de género aceptables para la categoría "Mujer" en estos documentos curriculares chilenos? ¿Hay diferencias en las actuaciones esperadas/aceptables de "Mujer" según sus categorías de etnia, raza o clase social? Argumentaré que estos documentos curriculares construyen una narrativa histórica en la que dos categorías arquetípicas de “Mujer” emergen y promueven opresivas reglas para la ciudadanía de las mujeres. Los estudiantes que deseen ser identificados como "Mujer" entenderán estas categorías como guiones para su desempeño ciudadano y de género. El objetivo de este artículo es problematizar las narrativas históricas "inclusivas" actuales.

15th SIEF Conference: BREAKING THE RULES? POWER, PARTICIPATION, TRANSGRESSION, 2021

Part of an ethnographic study about Chilean feminist high school students in 2018. The presentati... more Part of an ethnographic study about Chilean feminist high school students in 2018. The presentation focuses on the students' testimonios about their school's oppressive neoliberal gender norms, and their struggles to resist and transform these processes of gender/political subjectification.

This paper explores the testimonios of Chilean feminist high school students who narrated and analyzed how state institutions, particularly their own high school, attempted to produce them as feminine neoliberal successful girls and their own stories of resistance to these mechanisms. The data for this article was produced within a yearlong critical ethnographic study on the processes of production of high school feminist students’ gender and political subjectivities in Chile during 2018. During the ethnography I conducted testimonios interviews, and art based collective testimonios workshops. The feminist students in this proyect critiqued the subtle (and sometimes not so subtle) violence by which their school and teachers tried to produce them as specific types of "girls." Thorugh these stories of struggle the students produced themselves as subjectivities who experienced oppressive and violent gender norms processes, and at the same time could name, map, and resist these procedures, constructing them as motivations and reasons to act and identify as political actors. Students were able to open up "fractures" in normative discourses in their performative engagements with them. I argue that these feminist testimonios were tools used by the students to create resistant and mestiza subject positions for themselves. Student were able to move across the borders and limits of what was produced by the institution as correct gender/political subjectivities for female minors. The feminist students expressed feelings regarding how norms to be recognizable were unlivable for them, which in turn made them resist, challenge, and engage in imperfect performances of "female student."

Gender Studies Conference 2020, Tampere University, 2020

Tercer Congreso de Educación y Patrimonio (PAE), 2018

Comparative and International Education Society (CIES) Conference, 2018

The International Society for the Social Studies Annual Conference , 2017

Analysis of gender inequality in Chilean education and its impact on 'women's participation as ci... more Analysis of gender inequality in Chilean education and its impact on 'women's participation as citizens concluding there is a "perverse confluence" between liberal feminism and neoliberalism manifested in citizenship and social studies education, that constructs an ideal consumer/flexible-worker citizen.
In the last decades in Chilean public discourse the call for gender equity in education has been a highly agreed upon topic. Contrary to what some scholars have argued (Valdés 2013), governments from the right and the left have promoted and implemented reforms that were aimed to reduce the so called ‘gender gap’ in Chilean education. Even though this consensus has had some excellent results on gender parity, after decades of implementing gender policies in education inequality issues have been consistently persistent. In this paper I argue that this phenomenon is related to the perverse confluence between liberal feminism and Chilean neoliberal democracy. As a result of this perverse confluence, gender equity policies in education have been implemented in ways that reproduce the unequal position of the category ‘woman’ as a citizen in Chilean society; some gender equity education policies have worked in favor of the reproduction of narrow and normative models of what means to be ‘woman’ in Chile, thus maintaining her in an oppressed position.
I start the paper by presenting a brief historical context of female education in Chile and a short account of the gender equity policies that have been implemented in the country. Then I revise Chilean and Latin American literature on the achievement of gender parity in education in the country, and the struggles to attain equality. In the following section I analyze how the revised authors have explained the persistent problem of gender inequality in education, and propose a different interpretation of the problem related to the configuration and reproduction of the category ‘woman’. After that I use the arguments of Dagnino (2007), Fraser (2009), and Schild (2013) to claim that there is a perverse confluence between certain elements of liberal feminism and the needs and political concerns of the neoliberal democratic Chilean project, that reproduces ‘woman’ as a new but still oppressed category. Finally I revise how this perverse confluence manifests in the implementation of gender equity policies in Chile by analyzing previous research on the configuration of a model for ‘women’ in the official curricular documents of history and social studies education (Errazuriz 2015). In the conclusion I review my argument, and close the paper by exploring some possibilities inherent in the promise of education, and some avenues of research that this paper could suggest.
Even though there has been consensus around the idea that gender is a cultural construct that varies from place to place and time to time, the Chilean research articles used in this paper utilize gender as if it means something unequivocal. When they declare that their focus is gender equity in education, what they mean is that they are studying if ‘women’ have had equal access to quality education than ‘men’. Almost none of these articles complicate the concept of gender or the category ‘woman’ or ‘man’. In a later section I argue that this is a relevant detail to be considered on the issue of inequality.

Latin American Studies Association Congress: LASA at 50, 2016

Los uniformes, los camarines, las clases de educación sexual, las conversaciones con compañeras. ... more Los uniformes, los camarines, las clases de educación sexual, las conversaciones con compañeras. Por medio de diversos procesos las instituciones escolares sustentan la construcción de categorías que buscan identificar y nombrar/normar la diferencia. Mujer es una de estas categorías en la que confluyen reglas relacionadas con el género y la sexualidad. Estas (re)construcciones reflejan dinámicas de poder que sustentan procesos de inclusión/exclusión e invisibilización de ciertos individuos. Salir del límite demarcado como lo ‘correcto’ o ‘natural’ puede tener graves consecuencias.
En este trabajo las autoras exploran sus experiencias escolares por medio del análisis narrativo, interpretando las formas en las que ellas hicieron/hacen sentido de estos procesos de configuración identitaria. Comenzando con la pregunta ¿cómo me enseñó la escuela que es ser ‘mujer’? Las autoras exploran no sólo los diversos procesos por medio de los cuales ellas recuerdan que la categoría mujer estaba siendo construida, sino también los mecanismos que ellas mismas han utilizado para dar sentido a estas particulares experiencias en sus vidas.
Este trabajo pretende descomponer y analizar las diversas experiencias, afectos y saberes contenidos en estas narrativas, para poder exponer la exclusión o directamente invisibilización de aquellos individuos cuyas identidades se vuelven ininteligibles debido a los procesos de normalización.
Este es también un proyecto que busca desestabilizar la estructura tradicional investigador/participante e intenta hacer de esta una relación fluida: las autoras fueron una vez profesora y estudiantes, hoy buscan en conjunto responder a interrogantes que comparten. Son todas a la vez sujeto y objeto de este proceso dialéctico.

Latin American Studies Association Congress: Precariedades, Exclusiones, Emergencias, 2015

Education has a key role in the struggles of the Chilean Nation State to address the problems of ... more Education has a key role in the struggles of the Chilean Nation State to address the problems of exclusion and inclusion in society. Citizenship Education seems to play a central part in the promotion of social change, and ensure a positive stance towards inclusion of the diverse. In Chile, Citizenship Education is embedded in the Social Studies area, and the official discourse in the matter of diversity, exclusion and inclusion is embodied in the National Curriculum.
Studying a partial portion of the Chilean National Social Studies Curriculum, this paper analyzes the construction of the “diverse”, examining the official discourse and its definition of the traditionally excluded members of civil society. In general terms, this curriculum constructs diversity as a variation between types of people or cultures, portraying difference as a descriptive characteristic. The underrepresentation of traditionally marginalized or excluded groups from the histories of this ‘official knowledge’ (Apple 1993) seems to strengthen the idea that the descriptive character of diversity is somehow an illusion, covering up problematic issues related to structural problems, such as racism, sexism, homophobia, inequality and paternalism. The analysis in this paper also stresses a lack of a critical stance towards the constructions of difference throughout the official texts, and a reinforcement of conservative pedagogical traditions in the methodological approaches, that could sustain an almost passive attitude in students towards the construction of knowledge. These interpretations of difference could lead to new kinds of subjugations, thus accentuating in a way the problem of social inclusion/exclusion.

Latin American Studies Association Congress: Democracy and Memory, 2014

La dictadura en Chile y sus consecuencias, sociales, culturales, económicas y políticas tienen di... more La dictadura en Chile y sus consecuencias, sociales, culturales, económicas y políticas tienen diversas aristas de análisis. Siempre se cuestiona cómo, a partir de esta experiencia traumática podemos construir un Chile más democrático, justo y humanitario. Si bien la responsabilidad de la construcción de la memoria es plural, la crudeza e inhumanidad de estos eventos históricos compelen a muchos a querer olvidarlos, o al menos esconderlos de la memoria e identidad histórica colectiva. Ello entrega a los educadores, en particular a aquellos dedicados a la enseñanza de las Ciencias Sociales, una especial responsabilidad.
Esta ponencia propone analizar una experiencia pedagógica concreta, la de la “comunidad de cuestionamiento” aplicada a las Ciencias Sociales y cómo por medio de esta se podría utilizar la Controversia Histórica como formadora de estudiantes democráticos y cívicamente activos. Específicamente se propone como caso de estudio la enseñanza de la dictadura en Chile, en tanto fenómeno que fragmenta la memoria histórica de los chilenos. Este análisis se basará en las perspectivas propuestas por los filósofos dedicados a la educación Matthew Lipman y Margaret Sharp respecto a la “comunidad de cuestionamiento”, modelo de diálogo esencialmente democrático. Relacionando estas ideas con otras provenientes de las teorías de la psicología emocional y el desarrollo psicológico moral, este paper se centra finalmente en la idea de que la mejor manera de lograr una sociedad democrática es aquella en la que la Historia toma un rol como formadora moral de sus ciudadanos, por medio del aprendizaje dialógico desde la niñez.

Centro de Justicia Educacional , 2021