|
" Ciudadanía, Convivencia y Diferencia: Los Límites de la Inclusión en la Educación en España "
Hernando-Llorens, M. Belen
Popkewitz, Thomas
| Document Type
|
:
|
Latin Dissertation
|
| Language of Document
|
:
|
English
|
| Record Number
|
:
|
1055106
|
| Doc. No
|
:
|
TL54223
|
| Main Entry
|
:
|
Hernando-Llorens, M. Belen
|
| Title & Author
|
:
|
Ciudadanía, Convivencia y Diferencia: Los Límites de la Inclusión en la Educación en España\ Hernando-Llorens, M. BelenPopkewitz, Thomas
|
| College
|
:
|
The University of Wisconsin - Madison
|
| Date
|
:
|
2019
|
| Degree
|
:
|
Ph.D.
|
| student score
|
:
|
2019
|
| Note
|
:
|
207 p.
|
| Abstract
|
:
|
This dissertation examines how education in Spain has produced and differentiated kinds of citizens through the mobilization of discourses and practices of convivencia—a universal ideal of social harmony and conviviality—since the democratic opening in 1978. Discourses of convivencia are examined by asking how the following events became historically possible in the 2000s (a period of racial and cultural diversification of Spanish society): 1) to legislate police surveillance in schools as a solution to “problems” of convivencia; 2) to suspend, in the name of convivencia, a Muslim girl from school for wearing the hijab; and 3) to silence and under-sexualize the body as a response to acts of sexual harassment that a group of Latina immigrant girls were experiencing in their high school in Madrid. By historicizing problematizations of convivencia that were taking place in the 2000s in Spain (both in schools and in society at large), the study explores how convivencia carries assumptions of human difference that undermine not only commitments to equity and justice but also the conditions of possibility for political participations among minoritized children. This dissertation approaches citizen-making through both ethnographic and genealogical modes of inquiry. This hybrid mode of inquiry allows to trace the heterogeneous elements of the discourses and practices of citizenship that have configured the position of immigrant youth in contemporary education. In order to analyze, how social and educational “problems,” their subjects, and their solutions have been formed, this study situates itself at the intersection of legal and extra-legal discourses, practices, and policymaking institutions. I group discourses of convivencia and responsible citizenship into five genres for analytical purposes: educational policy and law, printed media, scholarship on convivencia, judicial ruling, and ethnographic texts. This study provides alternative ways of thinking about the political vis-à-vis participation and responsible citizenship in current educational research. In doing so, it moves away from inquiring how to better educate minoritized children and youth to become active and responsible citizens and, instead, it studies how the line between the responsible and the irresponsible citizen has been produced over time, entangled with race and gender.
|
| Descriptor
|
:
|
Education policy
|
|
|
:
|
Educational administration
|
|
|
:
|
Educational sociology
|
|
|
:
|
Ethnic studies
|
|
|
:
|
Gender studies
|
|
|
:
|
Latin American studies
|
|
|
:
|
Political science
|
|
|
:
|
Secondary education
|
| Added Entry
|
:
|
Popkewitz, Thomas
|
| Added Entry
|
:
|
The University of Wisconsin - Madison
|
| |