Social Transformations and Education Seminar: The production of the gender norm
STE is hosting the following seminar by Dr Claudia Matus, Director of the Center for Educational Justice, Pontificia Universidad Católica in Chile. This event will have a hybrid format.
Date Monday July 18 2022
Time 11.30 – 1.00pm
Location: L915 or via Zoom
In this presentation, Claudia Matus will present a research study undertaken between 2019 and 2021 in Chile in which gender was conceptualized as a category with agency (Rosiek, 2018), underlining its vitality, despite the theories and research methodologies we use. It is argued that gender, as a norm, responds to different theoretical frameworks, analytical perspectives, and methodological practices to continue producing essentialized difference between men and women. We understand the gender norm as not defined by some specific mechanism, such as biases or stereotypes, economic structures or discursive processes, but instead, we propose that the gender norm is an ordering activity that, at times, involves all of these mechanisms. Our guiding questions are: How can something like the gender norm be at the same time justified as a biological difference between men and women, as naturalized cultural and psychological interpretations of that biological difference, as economic unbalanced structures that denigrate women, and discursively subject producing practices that affect the human experience? How and when should we emphasize one or the other? To address these questions, we work as an interdisciplinary research group that includes representatives from biology, anthropology, ecology, aesthetics, sociology, education, psychology, philosophy, journalism, and the arts.
Dr Claudia Matus is the Director of the Center for Educational Justice and Associate Professor at the College of Education at the Pontificia Universidad Católica in Chile. Her current research interests include the production of the gender norm in scientific research and public spaces; the question on how to research the vitality of concepts, and the exploration on how a BioSocioCultural framework, as a way to question linearity and stability in the production of knowledge about the relation of human and non-human may help us advance possibilities for change. Her last book is titled “Ethnography & Policy: Entanglements of Normalcies and Differences in Schools” (Springer, 2019) where queer, feminist, and post-representational theories are used to explore on the implications of dominant ways of understanding the division between normal and different subjectivities to reiterate structures of inequality in schools. Contact: email@example.com