‘What can one do against democracy?’ The co-construction and destruction of ‘Student Democracy’ in a Chilean public high school

Mayorga, Rodrigo

doi:10.1080/14681366.2017.1366931

Cited by 6 publications

(3 citation statements)

References 19 publications

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“…I argued that these students make use of particular frameworks, not only to understand how politics and history are related, but as cultural tools to engage in social work. This social work allows these students to orient their own political actions, but also to present themselves as legitimate competitors in a democratic political game (Mayorga, 2018) and to engage in a process of political subjectification (Biesta, 2016). Analyzing these processes through an anthropological lens highlights the nuances of this social work, illustrating how educational interactions are always mediated by students making sense of the world around them and the new meanings they produce while doing so.…”

Section: Discussionmentioning

confidence: 99%

Quando alguém conversa sobre política comigo, lembro dos romanos: Marcos de estudantes chilenos de ensino médio para fazer uso político da história

Mayorga

2020

Educ. Real.

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Resumo: Este artigo examina como estudantes chilenos de ensino médio envolvidos em protestos estudantis demonstram e fazem uso de sua compreensão sobre política e história para informar e orientar suas próprias ações políticas. Com base em trabalho de campo realizado em 2014 em uma escola chilena de ensino médio, utilizo a análise de discurso para examinar entrevistas de estudantes como um tipo específico de trabalho social. Nestas entrevistas, defendo que os estudantes apresentavam e participavam da produção constante de marcos coerentes em que história e política estão conectadas. A compreensão de história e política dos estudantes informa e afeta uma à outra, bem como se torna significativa em sua educação em cidadania.

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Section: Discussionmentioning

confidence: 99%

Quando alguém conversa sobre política comigo, lembro dos romanos: Marcos de estudantes chilenos de ensino médio para fazer uso político da história

Mayorga

2020

Educ. Real.

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“…They build their civic identities and roles from what is expected, demanded, and desired from them, but also, from their own accounts, interpretations, and hopes. Young adults draw on alternative political imaginaries, frames of meaning, and contentious local practices (Lazar, 2010;Mayorga, 2018;Taft, 2006Taft, , 2011. Analyzing their perspectives and civic development can help to reimagine and better conceptualize citizenship and peacebuilding, and to better inform policies, programs, and interventions that are meaningful to their post-conflict lives.…”

Section: Citizenship Conflict and Youthmentioning

confidence: 99%

When the Peace Generation is a Hundred Years Away… Youth, Citizenship, and Democracy in Times of Transition to Peace in Colombia

Amaya¹

2021

sgc

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Efforts to consolidate a democratic citizenry are salient in societies transitioning to peace. These endeavors have spawned educational approaches to promote democratic skills, behaviors, and values in young citizens. Yet normative civic framings do not always align with students’ lived experiences, nor with their everyday decisions and expectations. Drawing from in-depth interviews with students in Leticia, Colombia, this study discusses youth understandings about citizenship in relation to the current political process. Findings provide a textured view of how young citizens participate in their civic subjectification through negotiated meanings and values they grant to the peace process and the prospects for sustained peacebuilding. Students’ perspectives prompt us to consider more comprehensive civic practices and frameworks that resonate with their everyday lives and the increasingly challenges of disrupting protracted violence and its legacies.

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“…Such policies have led to the privatization of schools, which in turn has reinforced the segregation and inequality in the country (Kubal & Fisher, 2016; Somma, 2012). As part of this movement, the students carried out a series of demonstrations through street marches and were also actively engaged in protest activities within their own schools (Mayorga, 2018).…”

Section: Introductionmentioning

confidence: 99%

Urban High School Students’ Experiences of Participation as a Counterstory Constellation to Institutional and Policy Guidelines in Chile

Cavieres-Fernández

Figueroa-Farfán

2019

Urban Education

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The present study uses a story constellation to explore the experiences of a group of students participating in their high school in an urban city in Central Chile. Because these experiences were motivated by the students’ participation in the student movement outside of their high school, they were not considered in any school or policy guidelines. Consequently, we argue for the value of this constellation as a counterstory that invites to acknowledge how students participate beyond institutional and citizenship policy guidelines and to recognize the contribution of their experiences in the pursuit of democratic thick forms of education and citizenship.

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‘What can one do against democracy?’ The co-construction and destruction of ‘Student Democracy’ in a Chilean public high school

Cited by 6 publications

References 19 publications

Quando alguém conversa sobre política comigo, lembro dos romanos: Marcos de estudantes chilenos de ensino médio para fazer uso político da história

Quando alguém conversa sobre política comigo, lembro dos romanos: Marcos de estudantes chilenos de ensino médio para fazer uso político da história

When the Peace Generation is a Hundred Years Away… Youth, Citizenship, and Democracy in Times of Transition to Peace in Colombia

Urban High School Students’ Experiences of Participation as a Counterstory Constellation to Institutional and Policy Guidelines in Chile

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