Gender, subjectivity, and the material-discursive school entanglement

• Main Author: Robbins, Kirsten Rose
• Other Authors: Pike, Gary
• Language: en_US
• Published: 2018
• Subjects: Ethics; Postqualitative; Curriculum studies; Gender studies; Photographic methods
• Online Access: http://hdl.handle.net/1805/17114; https://doi.org/10.7912/C20073

Indiana University-Purdue University Indianapolis (IUPUI) === New materialist scholars argue that schools are important material-discursive entanglements for engendering, racializing, and subjectivizing human subjects. Despite this claim, there is a dearth of research that examines the perceptions that students have of the messages they are sent from schools about how to perform their gendered subjectivities in schools, particularly from a material feminist framework. This study used native photography through a post qualitative methodological framework to explore the messages that students’ receive from their school related to subjectivity and gender. This study took seriously both the voices and perceptions of the participants and the significance of the material environment of the school. Within the course of the research study, students both resisted and conformed to messages the school sent them about their subjectivities. Students conformed to many of the dominant ideas about gender, including privileging maleness. Students resisted the school’s control of their bodies, as well as the school’s attempts at rendering the student population homogenous. The students, though aware that there were differences in the way the school treated them based in gender and other identity markers, struggled to articulate those differences because the school sent a false message of equality. This false message of equality performed an erasure of their experiences of differences and denied them the language they needed to discuss the inequities they experienced. The results of the analysis contribute to conversations about the ways in which school environments contribute to narratives about identity, particularly as it relates to gender. Additionally, the way in which this post qualitative study unfolded has implications for research, including the importance of emergent design. Finally, the tensions that exist in using the new materialisms as a framework when studying schools led me to question the benefits of choosing to decenter humans in this type of research.