The experience of studying sexualities in schools. An exercise in epistemological, ethical and affective reflexivity for a feminist ethnography
The work tries to systematize some of the main contributions that a feminist perspective can offer to the ethnographic studies of educational processes. For this, I take as main input the research conducted on the school experience in its sexual dimension between 2011 and 2019 in secondary schools i...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | México |
| Institución: | EL COLEGIO DE MÉXICO |
| Repositorio: | Revista Interdisciplinaria de estudios de género de El Colegio de México |
| Idioma: | español |
| OAI Identifier: | oai:oai.estudiosdegenero.colmex.mx:article/442 |
| Acceso en línea: | https://estudiosdegenero.colmex.mx/index.php/eg/article/view/442 |
| Access Level: | acceso abierto |
| Palabra clave: | ethnography reflexivity sex education feminism high school. etnografía reflexividad educación sexual feminismo escuela secundaria |
| Sumario: | The work tries to systematize some of the main contributions that a feminist perspective can offer to the ethnographic studies of educational processes. For this, I take as main input the research conducted on the school experience in its sexual dimension between 2011 and 2019 in secondary schools in the city of La Plata, Argentina, in the context to the implementation of Comprehensive Sexual Education. The article attemps to demonstrate that, although this does not solve some of the tensions inherent to social theory, to put in front the affective dimension of academic work constitutes a substantial tool not only in its ethical-political performativity for the studied processes, but also as a strategic input in the construction of scientific knowledge. |
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