"Representations and subjectivities in the classroom: towards the construction of the access and experience of full Citizenship"
Supervisor: Dr. María Isabel Belausteguigoitia Rius (UNAM)
The space/place in the classroom is an area where occurs an intersection between the rational and the sensible, the material and the symbolic, the emotional and the affective with the body. For this reason, is a privileged perimeter from where it can be show the possibilities to live the subjectivity (a spatial representation frequently re/de/signified) in order to conform a subject with body, citizen, worthy and recognized.
In this regard, the classroom is the formative and performative space in which is possible to re/appear the face, the voice, the desire, the body whole of all those students that have been "disappeared" in the public space, and also have been paradoxically invisibles at school: Physical disappearance and symbolic due to the reduction or denial of recognition and dignity.
We are subjects when we believe that the other is subject: the personal is still political. And in this regard, it is still necessary contribute to the formation of this co-responsibility that exists between one and the other. Thus, it is not enough the existence of ordinances governing this or a list of rights that guarantee access to the respect, to preservation of life, justice, love; it must be assumed that the life in society is going through a process of reflexion, feeling and desire of citizenship (integral, without mediocrity), which is not given, but is constructed.
This research is focused on the reflection in the process of citizenship construction at school space and how their exercise is constructed by students, in convinced and convincing, dynamic and inclusive way in the daily life of the classroom and the others places of the school. Also, it seek to identify how subjects-bodies are constituted, those will exercise their right to the experiment of citizenship, from the variables that constitute them, in a regulatory framework which protects the exercise of human rights for everyone. In addition, this survey is based on my experience as a researcher in a telesecundaria —a model of Mexican high school—classroom, in urban area, with more than thirty students from popular sectors who live in colonies near the school, located in the Xalapa city, Veracruz.
As a result, the classroom becomes a space of possibility and resistance, assemblages, civic education, citizen training and formation of the subject who is put into play from their many constituent variables (age, skin color, sex, gender, desire). In this way, it is intended to read the classroom as a public square where students negotiated their place as citizens: the recognition of their subjectivity and what it implies. The central question is: How is the citizenship of the adolescent subject in the classroom of Secondary school education constructed?
To answer this question, the research is interdisciplinary: from critical pedagogy to cultural studies, through critical theory, anthropology, sociology, gender studies, feminism (color, Chicano, the Third World), the Queer theory, literature, cultural studies, visual culture and contravisualidad and across all field that allows realizing give voice and body to cullet from subjects who have been left and remained outside citizenship status.
The research is qualitative, ethnographic; observation is used, the field diary and interviews to answer the questions: How is the space for building encuerpada citizenship made? How is the student body of Secondary Education Media played between-spaces, between-times and between-curtains that make your space-place in the classroom and other areas? What is traded in the classroom? How is school meant and how this means the student body? What is the liberating potential (transnational) of the classroom in building recognition to give dignity to the subjects who inhabit there?
Finally, what would provide a cross-disciplinary and transnational research to the construction of "made flesh" citizenship and to the formation of "pedagogical settings" where could be possible appear as a worthy subject and recognized? Are there experiences of this nature in the German and European context? What contributions (tunes) could have these in the Mexican-Latin American reality?