César Ricardo Azamar Cruz

Ricardo Azamar

International Research Training Group "Between Spaces"

Movements, Actors and Representations of Globalisation

PhD Candidate

Field of Activity

Project: “Representations and subjectivities in the classroom: towards the construction of the access and experience of full citizenship”

Email arihtmos@comunidad.unam.mx

Academic backgrounds

Bachelor degree in Language and Literature. Universidad Veracruzana (1998-2002), with the thesis: "The processes of improvement and degradation on La cresta de Ilión by Cristina Rivera Garza. A reading proposal from gender studies".

Master of Education with emphasis on Cultural Criticism and Gender Studies, UNAM (2009-2011), with the thesis: "The construction of emerging masculinities and femininities in the heterotopic classroom space" (Honorable Mention).

He participated in the IV International Seminar of Reading at the University, III National Congress of Written Culture's Expressions at Institutions of Higher Secondary Education and Higher. And in the V International Seminar on Written Culture and Social Actors, Tlaxcala, Tlaxcala. (October, 2015).

He participated in the "Masculinities" module at the diploma program Contemporary constructions of gender, sexuality and citizenship: The body, science and borders given by the Leadership Institute Simone de Beauvoir, A.C., in coordination with Universidad Nacional Autónoma de México, Mexico, DF (May, 2015).

Lecture "Masculinity: crises, challenges and perspectives" at the UAM-Azcapotzalco, Mexico, DF (February, 2015).

Professor of "Academic Writing", "Semiotic" "Latin American culture history” and "Myths and cosmogonies" in the Faculty of Spanish Letters of the Universidad Veracruzana. And professor of "Writing for specific purposes" in another universities for undergraduate and graduate. Also, He has taught the courses: "Notes on Queer theory" and "Queer theory studies: Notes for their methodological approach".

"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 schoolclassroom, 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?

(2015), "Masculinity: notes on its crises, challenges and prospects" in Fuentes Humanísticas, p. 1-17.

(2012-2013), "Gender studies and literature another perspective" in Revista La Palabra y el Hombre, p. 14-17.

(2012), "The construction of emerging masculinities and femininities in the heterotopic classroom space" in Revista Matices, p. 183-206.

(2009), "A real man: masculinity in crisis" in Revista de la Universidad Cristóbal Colón, p. 110-124.

(2008), "The operation of masculinity" in Revista Topodrilo, p. 56-60.


(2012), "Towards the construction of full citizenship: bodies, subjects and social capital" in Rodríguez Pérez, Beatriz Eugenia (coord.), Building relationships equity in Higher Education Institutions: Beyond management systems, University of Sinaloa: Mexico, p. 387-398.