Feminism, Narrativity and Pedagogical Experimentation: Reconfiguring Care in Teacher Subjectivity
DOI:
https://doi.org/10.5212/10.5212/PraxEduc.v.21.26197.020Abstract
This article analyzes how feminism, which emerged in Chile following the 2018 Feminist May, reconfigures teacher subjectivity in a public school in Santiago that has adopted a gender perspective as its core pedagogical experimentation framework. Drawing on a narrative and inductive approach, the study examines biographical interviews and accounts of pedagogical practices from three teachers and their school leadership team. Findings show that feminism operates as an event that destabilizes sedimented professional narratives, activates processes of biographical sensitization, and produces a reconfiguration of teacher subjectivity grounded in care: toward students and toward themselves and their professional collective. The practice of photo-embroidery illustrates how this care translates into forms of thinking-with that interweave knowledge, affect, and ethical responsibility. It is concluded that feminist-oriented experimentation produces a profound narrative renewal of teachers’ professional identity.
Keywords: Teacher subjectivity. Feminism. Pedagogical experimentation.
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