Main Researcher: Claudia Matus (Educación UC) See profile


Our line of interdisciplinary research is aimed at formulating a field of discussion that problematises and updates the complex relationships between the biological, the social, the cultural and the effects that these nonrelations have in the production of subjects, communities and institutions. One of our main research focuses is to problematize the ways in which humanistic assumptions are held (e.g. causality, linearity and representation) that explain, in an uncritical way, who the research subjects and objects are and how they should be researched. Our proposal is grounded in contemporary theoretical perspectives that seek to rethink the objects of research and methodological practices, allowing to map new issues and explore their potential for change.

As such our proposal contemplates a scrutiny to the production of idealised categories of “normality” that work to create subjects, objects, technologies, categories and groups that do not conform to these fantasies of normality and, are therefore excluded. Thus, we are interested in how these orders [normality and difference] are co-produced regarding rationalisations and processes of genderisation, racialisation, sexualisation, ageism and classism, among other ways of combining difference. Our theoretical approaches are located in the post-humanist and post-representational perspectives that provide us with a political framework to question separation, understood as natural, of the subject that knows from that which they know, which makes us problematise the production of knowledge through research.

For this reason, this is a space for discussion that convenes all areas of study and forms of research that are attracted to creating, discussing and problematising around these topics. Our efforts are in training researchers, as well as convening academics, postgraduate students, governmental and non-governmental organisations to the discussions.

Some examples of the work we are conducting is described below:

 

  • Postethnographies of diagnoses and risk

The focus of these ethnographies in two schools in Chile is to track the production of what we have called, cultures of “diagnoses” and “risk” understood as two main drivers of contemporary policies, practices, and discourses to explain diversity and inclusion. We understand diagnoses and risk as co-constitutive parts of a problematic entanglement [institutions, people, disciplines, daily practices, objects, affects, common sense as knowledge, among others] to produce normalcy and difference as monolithical and as real attributes of human beings. As a result, this project takes on the responsibility of addressing the pressing need for constructive engagement between social and biological sciences, to cultivate the rich and nuanced understandings necessary to work meaningfully across the genetic, the social, and the cultural. It is our belief that constitutions of new subjects of educational policy, research, and practice in education require a more integrated vision of the school subject.

Research team: Claudia Matus, Erika González, Natalia Hirmas, Macarena García González.

 

  • Affective Investments in Encounters with Difficult Subjects in Picturebooks (research and intervention) [research and intervention]

 

We use challenging picturebooks, conceptualized as complex books about “difficult” subjects, to map affective investments and relations between readers, adult mediators and literary texts, to explore imaginative ways of interrupting normative discourses about feelings, childhood, and the authority of reading and listening. We follow theoretical perspectives that rethink the role of emotions and affects produced in discourses, practices and materialities which effects may reproduce exclusion.

Research team: Macarena García González, Soledad Véliz

 

  • Picturebooks, critical-mediation and migration narratives [Intervention and Research]

This research project and intervention is developed upon an initiative of the Ministry of Education (MINEDUC) to work with in-service teachers of schools whose population is largely migrant. This study is implemented in three different geographical Chilean regions. This project seeks to map narratives and emotional repertoires in relation to migration and difference from teachers, at the time that it explores arts-mediated practices with picturebooks to interrupt normative discourses.

Researcher: Macarena García González

 

  • Cultural Studies of Algorithms:

The focus of this study is to explore on those articulations across biological and cultural discourses, which together produce and justify the production of unfit and risky identities in schools. We present the workings of two measurement instruments as state-funded discriminatory practices that both produce unfit and risky identities and communities in schools in Chile. We claim that these two standardised instruments legitimize the uncritical production of algorithms to justify vulnerability, as real, and in doing so they together sustain the seemingly natural separation between biological and cultural rationalities to explain institutional unsuccessful trajectories for students. While biological discourses reinforce the idea of the proper body and brain, cultural discourses encourage a moral present and rewarding future for students and communities in which both anticipate school success and the promise of numbers.

Researcher team: Claudia Matus, Valentina Riberí.


Our research team is composed of:

 

Main Researcher

Claudia Matus  ->  See profile

 

Associate Researcher

Macarena García González  ->  See profile

Sebastián Rojas Navarro -> See profile

 

PhD Students

Valentina Riberi
Natalia Hirmas  ->  Profile Researcher ID
Soledad Véliz
Carlos Araneda

 

International Collaborations

Michael O’Malley — University of Texas, USA
Estela Bensimon — Center for Urban Education, University of Southern California, USA

 

International Collaborations in progress

Gabriela Hinchcliff — University of Lund, Sweden
Gabrielle Griffin — University of Uppsala, Sweden
Dominique Behague, Nikolas Rose — King’s College, United Kingdom
Gillian Evans — The University of Manchester, United Kingdom
Wanda Pillow — University of Utah, United States
Diana Marre, Grupo Afin  — Universidad Autónoma de Barcelona, Spain.