By Janise Hurtig (auth.)
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Additional info for Coming of Age in Times of Crisis: Youth, Schooling, and Patriarchy in a Venezuelan Town
As I have suggested in this introduction, each of those locations insinuated distinct kinds of patriarchal relations and ideologies. Learning the place of the liceo was thus intimately related to the process of learning to become a secondary student across the contradictions of local and national patriarchal social arrangements, as I discuss in the second part of the chapter. There I consider the possibility that students engaged with the liceo in ways that depended as much on their “historical baggage” (Foley 1990, 11) and personal idiosyncrasies as on the explicit intentions of local educators or national agendas.
But I wasn’t going to let them off so easy. I wanted to learn something from them as well. ” “I love it,” Veronica, the shyer of the two, exclaimed, her eyes sparkling so brightly it was clear she wasn’t saying it just for my benefit. ” Andrea wasn’t so enthusiastic. She declared her preference for science, especially Biology. ” I probed, referring to the election of the Sciences or Humanities “cycle” students made after their third year of secondary school. “Yes, of course,” she confirmed. ” “Not me,” Veronica said with a sudden assertiveness that seemed out of character.
It is through these kinds of educational moments that I consider how the production of desires and the denial of their fulfillment—a dynamic central to the workings of negligent patriarchy, we should not forget—contributed to the youthful construction of social personhood and adult possibility. Concepts for a Feminist Ethnography Coming of Age questions of conceptualization are questions of power, that is, they are political questions. In this sense, the clarification of conceptual positions is part of the political struggle of feminism.