© 2019

Ethnography and Education Policy

A Critical Analysis of Normalcy and Difference in Schools

  • Claudia Matus

Part of the Education Policy & Social Inequality book series (EPSI, volume 3)

Table of contents

  1. Front Matter
    Pages i-v
  2. Pablo Herraz Mardones, Andrés Haye Molina
    Pages 19-34
  3. Laura Luna Figueroa, Alfredo Gaete
    Pages 111-134
  4. Claudia Matus
    Pages 135-150
  5. Claudia Matus
    Pages 151-165
  6. Claudia Matus
    Pages 167-170

About this book


This book addresses the relationship between the production of social problems in educational policy, the research practices required to inform policy, and the daily production of normalcies and differences in school contexts. It reports on the opportunities and consequences for policy, research, and practice when normalcy is stigmatized at the same level as difference. 

The book employs a critical analysis combining queer, feminist, and post-representational theories to understand the implications of dominant ways of understanding the division between normal and different subjectivities and how they reiterate structures of inequality in schools.


normalcy in schools difference in schools school ethnography policy as discourse new inequalities stigmatiztion of normalcy production of research problem problematize classroom interventions neoliberal and liberal context on diversity critical research on schools and policy design school policy design

Editors and affiliations

  • Claudia Matus
    • 1
  1. 1.Center for Educational JusticePontificia Universidad Católica de ChileMacul, Santiago (RM)Chile

About the editors

Claudia Matus is an Associate Professor at the College of Education, Pontificia Universidad Católica de Chile. She leads the interdisciplinary research network (NDE | Normalcy, Difference and Education), which studies the production of gender norms in scientific research, educational institutions, and public spaces.  She also leads the research group BioSocioCultural Inclusion: Challenging Homogeneity in Education at the Center for Educational Justice, which focuses on advancing a discourse that problematizes and updates the complex links between the biological, social and cultural spheres and the effects these links have for the production of subjects, objects, and affects. Her research interests include subjectivities and post-representational theories, space/time and movement theories, knowledge production, and critical policy studies.

Bibliographic information