Normality and difference in education: relational encounters at school boundaries

References

• Angulo, Félix, and Silvia Redón. 2018. “La Educación Pública en la Encrucijada: La Pérdida del Sentido Público de la Escolaridad.” [Public Education at the Crossroads: The Loss of the Sense of Public Education.] Estudios Pedagógicos 1 (38): 27–46. http://revistas.uach.cl/index.php/estped/article/view/2864.
   Google Scholar
• Awkward, Michael. 1995. Negotiating Difference: Race, Gender and the Politics of Positionality. London: University of Chicago Press.
   Google Scholar
• Balibar, Ettiene. 1990. “Paradoxes of Universality.” In Anatomy of Racism, edited by David Theo Goldberg, 284–294. Minneapolis: University of Minnesota Press.
   Google Scholar
• Bartkowiak-Theron, Isabelle, and Jennifer Sappey. 2012. “The Methodological Identity of Shadowing in Social Science Research.” Qualitative Research Journal 12 (1): 7–16. doi:10.1108/14439881211222697.
   Google Scholar
• Becker, Howard. 1996. “The Epistemology of Qualitative Research.” In Ethnography and Human Development: Context and Meaning in Social Inquiry, edited by R. Jessor, A. Colby, and R. Shweder, 53–72. Chicago: University of Chicago Press.
   Google Scholar
• Behar, Ruth. 2014. The Vulnerable Observer: Anthropology That Breaks Your Heart. Boston: Beacon Press.
   Google Scholar
• Bensimon, Estela. 2005. Equality as a Fact, Equality as a Result: A Matter of Institutional Accountability. Washington, DC: American Council on Education.
   Google Scholar
• Bhabha, Hommi. 1996. “Cultures in Between.” In Questions of Cultural Identity, edited by S. Hall and P. Du Gay. London: Sage.
   Google Scholar
• Bourdieu, Pierre, and Loic Wacquant. 1992. An Invitation to a Reflexive Sociology. Chicago: University of Chicago Press.
   Google Scholar
• Brubaker, Rogers. 2002. “Ethnicity without Groups.” European Journal of Sociology 43 (2): 163–189. http://www.jstor.org/stable/23999234.
   Web of Science ®Google Scholar
• Davies, Lennard J. 2013. The End of Normal: Identity in a Biocultural Era. Ann Arbor: University of Michigan Press.
   Google Scholar
• Demintseva, Ekaterina. 2020. “Migrant Schools and the Children of Migrants: Constructing Boundaries Around and Inside School Space.” Race, Ethnicity and Education 23 (4): 598–612. doi:10.1080/13613324.2018.1538126.
   Web of Science ®Google Scholar
• Denzin, Norman, and Yvonna Lincoln. 2008. The Landscape of Qualitative Research. Thousand Oaks: Sage.
   Google Scholar
• Desmond, Matthew. 2014. “Relational Ethnography.” Theory and Society 43 (5): 547–579. doi:10.1007/s11186-014-9232-5.
   Web of Science ®Google Scholar
• Dubet, François, and Danilo Martucelli. 1998. En la Escuela, Sociología de la Experiencia Escolar [In School, Sociology of School Experience]. Buenos Aires: Losada.
   Google Scholar
• Duchatzky, Silvia, and Cristina Corea. 2002. Chicos en Banda: Los Caminos de la Subjetividad en el Declive de las Instituciones. Buenos Aires: Paidos Tramas Sociales.
   Google Scholar
• Dussel, Inés. 2004. “Inclusión y Exclusión en la Escuela Moderna Argentina: Una Perspectiva Postestructuralista.” [Inclusion and Exclusion in Argentina’s Modern School: A Poststructuralist View.] Cadernos de Pesquisa 34 (34): 305–335. doi:10.1590/S0100-15742004000200003.
   Google Scholar
• Emirbayer, Mustafa. 1997. “Manifesto for a Relational Sociology.” American Journal of Sociology 103 (2): 281–317. http://www.jstor.org/stable/10.1086/231209.
   Web of Science ®Google Scholar
• Frank, Arthur. 2005. “What is Dialogical Research, and Why Should We Do It?” Qualitative Health Research 15 (7): 964–974. doi:10.1177/1049732305279078.
   PubMed Web of Science ®Google Scholar
• Grossberg, Lawrence. 1996. “Identity and Cultural Studies: Is That All That There Is?” In Questions of Cultural Identity, edited by Stuart Hall, and Pau du Gay, 87–107. London: Sage.
   Google Scholar
• Hernandez, Macarena, and Dagmar Raczinsky. 2015. “Elección de Escuela en Chile: De las Dinámicas de Distinción y Exclusión a la Segregación Socioeconómica del Sistema Escolar.” [School Choice in Chile: From Distinction and Exclusion to the Social Segregation of the School System.] Estudios Pedagógicos 41 (2): 127–141.
   Google Scholar
• Koning, Juliette, and Can-seng Ooi. 2013. “Awkward Encounters and Ethnography.” Qualitative Research in Organizations and Management 8 (1): 16–32. doi:10.1108/17465641311327496.
   Google Scholar
• Kumashiro, Kevin K. 2000. “Toward a Theory of Anti-Oppressive Education.” Review of Educational Research 70 (70): 25–53. doi:10.3102/00346543070001025.
   Google Scholar
• Malksoo, Maria. 2012. “The Challenge of Liminality for International Relations Theory.” Review of International Studies 38: 481–494. doi:10.1017/S0260210511000829.
   Web of Science ®Google Scholar
• Marcus, George E. 1998. Ethnography through Thick and Thin. Princeton: Princeton University Press.
   Google Scholar
• Matus, Claudia. 2019. “Introduction: Schools are Being Produced Right Now.” In Ethnography and Education Policy: A Critical Analysis of Normalcy and Difference in Schools, edited by Claudia Matus, 1–18. Singapore: Springer Nature.
   Google Scholar
• Matus, C., and A. Haye. 2015. “Normalidad y diferencia en la escuela: Diseño de un proyecto de investigación social desde el dilema ético epistemológico.” [Normality and difference in school: A social research design from the ethic and epistemological dilema.] Estudios Pedagógicos (41) nº especial: 135–146.
   Google Scholar
• Matus, Claudia, and Marta Infante. 2011. “Undoing Diversity: Knowledge and Neoliberal Discourses in Colleges of Education.” Discourse: Studies in the Cultural Politics of Education 32 (3): 293–307. doi:10.1080/01596306.2011.573248.
   Web of Science ®Google Scholar
• Matus, Claudia, and Carolina Rojas. 2015. “Normalidad y Diferencia en Nuestras Escuelas: A Propósito de la Ley de Inclusión Escolar.” [Normality and Difference in Our Schools: Regarding the School Inclusion Law.] Revista Docencia 56: 47–56.
   Google Scholar
• Matus, Claudia, and Carolina Rojas. 2018. “Etnografia de la Normalidad.” [Ethnography of Normality.] In Lo cotidiano en la Escuela: 40 Años de Etnografía Escolar en Chile [Daily Life at School: 40 Years of School Ethnography in Chile], edited by Jenny Assael and Andrea Valdivia, 255–274. Santiago: Editorial Universitaria.
   Google Scholar
• Matus, C., C. Rojas, and L. Luna. 2018. “¿Inclusión con Filtro?: Aprendizajes y Recomendaciones para la Implementación de la Ley de Inclusión.” [Inclusion with a Filter? Recommendations to Implement the Inclusion Law.] CEPPE Policy Briefs 21: 1–6. http://ceppe.uc.cl/images/contenido/policy-briefs/ceppe-policy-brief-n21.pdf.
   Google Scholar
• Mishler, Elliot. 1986. Research Interviewing. Cambridge, MA: Harvard University Press.
   Google Scholar
• Moreno-Doña, Alberto, and Rodrigo Gamboa. 2014. “Dictadura Chilena y Sistema Escolar: A otros dieron de verdad esa cosa llamada Educación.” [Chilean Dictatorship and School System: Education: That Thing That was Given to Others.] Educar em Revista 51: 51–66. doi:10.1590/S0104-40602014000100005.
   Google Scholar
• Newman, David. 2003. “On Borders and Power: A Theoretical Framework.” Journal of Borderlands Studies 18 (1): 13–25. doi:10.1080/08865655.2003.9695598.
   Google Scholar
• Paasi, Anssi. 1998. “Boundaries as Social Processes: Territoriality in a World of Flows.” Geopolitics 3 (1): 69–88. doi:10.1080/14650049808407608.
   Google Scholar
• Pillow, Wanda. 2003. “Confession, Catharsis, or Cure? Rethinking the Uses of Reflexivity as Methodological Power in Qualitative Research.” International Journal of Qualitative Studies in Education 16 (2): 175–196. doi:10.1080/0951839032000060635.
   Google Scholar
• Potzsch, Holger. 2015. “Seeing and Thinking Borders.” In Borderscaping: Imaginations and Practices of Border, edited by Chiara Brambilla, Jussy Laine, James W. Scott, and Gianluca Bocchi, 217–228. Farnham: Ashgate.
   Google Scholar
• Puttick, Steven, Yvone Hill, Pat Beckle, Elizabeth Farrar, Antony Luby, and Adam Hounslow-Eyre. 2020. “Liminal Spaces Constructed by Primary Schools in Predominantly White Working-Class Areas in England.” Ethnography and Education 15 (2): 137–154. doi:10.1080/17457823.2018.1564062.
   Web of Science ®Google Scholar
• Rabinow, Paul. 1977. Reflections on Fieldwork in Morocco. Berkeley: University of California Press.
   Google Scholar
• Simon, Gail. 2013. “Relational Ethnography: Writing and Reading in Research Relationships.” Forum: Qualitative Social Research 14 (1): 1–18.
   Google Scholar
• Sisto, Vicente. 2012. “Identidades Desafiadas: Individualización, Managerialismo y Trabajo Docente en el Chile Actual.” [Challenged Identities: Individualization, Managerialism, and Teaching Work in Chile Today.] Psykhe 21 (2): 35–46. doi:10.7764/psykhe.21.2.542.
   Google Scholar
• St. Pierre, Elizabeth. 1997. “Methodology in the Fold and the Interruption of Transgressive Data.” International Journal of Qualitative Studies in Education 10 (2): 175–189. doi:10.1080/095183997237278.
   Google Scholar
• Tenti Fanfani, Emilio. 2007. “Consideraciones Sociológicas sobre Profesionalización Docente.” [Sociological Reflections on Teacher’s Professionalization.] Educação & Sociedade Campinas 28 (99): 335–353. doi:10.1590/S0101-73302007000200003.
   Google Scholar
• Tilly, Charles. 2005. Identities, Boundaries, and Social Ties. Boulder: Paradigm.
   Google Scholar
• Van Gennep, A. 1960. The Rites of Passage. Chicago: University of Chicago Press.
   Google Scholar
• Villalobos, Cristóbal, and Juan Pablo Valenzuela. 2012. “Polarización y Cohesión Social del Sistema Escolar Chileno.” [Polarization and Social Cohesion in the Chilean School System.] Revista de Análisis Económico 27 (2): 145–172. doi:10.4067/S0718-88702012000200005.
   Google Scholar
• Whelen, Jhon. 2008. “On the Margins of Education, or Two Stories of Arriving at School.” Ethnography and Education 3 (3): 297–312. doi:10.1080/17457820802305550.
   Google Scholar
• Youdell, Deborah. 2006. Impossible Bodies, Impossible Selves: Exclusions and Student Subjectivities. Heidelberg: Springer.
   Google Scholar