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.

摘要

本文探讨了智利女性女权主义公立高中学生在2018年女权运动中使用政治和历史叙事和符号的过程。它分析了这些特殊用法如何与情感强度相交，从而产生了学生的政治主观性作为集体和代理商。这项情感工作是与学校社区的其他成员一起制作的，有时会感到愤怒，警惕，并渴望将学生排除在特定的历史叙事之外。本文的数据是在一项为期一年的重要民族志研究中得出的，该研究对智利高中女权学生的性别和政治主观意识的产生过程进行了研究，其中包括参与者观察，证词访谈，基于艺术的集体见证研讨会以及通过情感理论进行的分析。调查结果显示了学生使用的历史和政治叙事和符号的类型，与这些符号交叉的情感强度对学生的政治主观有何影响，以及这些强度在学校社区内部产生的冲突。本文的最后是研究这些发现如何在社会研究教育研究领域内提出新的问题。