ABSTRACT

Substantialist ethnographic approaches have been questioned for situating studies into stable groups and places, thereby creating rigid categories of diversity. In this study, we approached school normality through a relational ethnography, where the focus is on fields rather than places, and boundaries rather than bounded groups. Extended fieldwork was done at two schools in Santiago de Chile, where we embarked on a flexible journey to follow daily school life. We analysed situational encounters between the ethnographer and school actors at the school boundary as relational fields. Findings show that the institutional schools’ structures and norms seen at the boundary define the terrain where the relation between schools and differences is revealed. In this context, normality takes the form of resistance, nostalgia, and risk, defining how differences within the student body are constructed.

摘要

人们质疑实体主义的民族志学方法将研究置于稳定的群体和场所中，从而创造出僵化的多样性类别。在这项研究中，我们通过关系人种志方法来研究学校的正常性，这种关系人种学着重于领域而不是地点，以及边界而不是边界群体。在智利圣地亚哥的两所学校进行了广泛的田野调查，我们在这里踏上了灵活的旅程，以追踪日常的学校生活。我们分析了民族志学家和学校角色在学校边界之间的情境相遇，并将其作为关系领域。研究结果表明，在边界上看到的机构学校的结构和规范定义了揭示学校与差异之间关系的地形。在这种情况下，常态表现为抵抗，怀旧和风险的形式，