Debating Women

Gendered Lessons in a Venezuelan Classroom
  • Janise Hurtig

Abstract

My field notes remind me that it was a Wednesday morning in March of 1992, six months into the school year and nine months into my ethnographic research in the Venezuelan town of Timotes.1 I left the house early and joined the flow of students as they headed to the first-period class at Liceo Parra,2 the municipal secondary school. Each student sporting the requisite national uniform—blue jeans and beige or white shirts depending on their grade, blue sweaters on chilly Andean days—they created a nearly monochrome stream of disciplined informality that briefly transformed the otherwise motley, sparsely inhabited, and principally adult space of the street. I was looking forward to attending the first class that day. Profesora Nilda Martínez,3 the serious, soft-spoken young ninth-grade language and literature teacher, was holding a “debate” (debate in Spanish) on “the role of Venezuelan women in society,” and she was expecting me to attend.

Keywords

Income Coherence Assimilation Posit Rosen 

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Copyright information

© Rosario Montoya, Lessie Jo Frazier, and Janise Hurtig 2002

Authors and Affiliations

  • Janise Hurtig

There are no affiliations available

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