Antítesis

“Como hemos argumentado en otros lugares (Calderón-Almendros, 2011, Calderón-Almendros, 2014, Calderón-Almendros and Ruiz-Román, 2015, 2016), la normalización se utiliza para implementar toda una lógica de control que impregna las instituciones educativas y los itinerarios disponibles para los grupos desfavorecidos. Se trata de una red de instituciones, programas y medidas de la que resulta extremadamente difícil escapar. Son lo que Foucault (1977) denominó ‘instituciones disciplinarias’, que conforman un determinado orden social mediante el castigo y la recompensa; dentro de este sistema, cada comportamiento particular es normalizado y distribuido o, de lo contrario, sirve como agente normalizador para los demás.”

“As we have argued elsewhere (Calderón-Almendros, 2011, Calderón-Almendros, 2014, Calderón-Almendros and Ruiz-Román, 2015, 2016), normalisation is used to implement an entire logic of control that pervades educational institutions and the pathways available to disadvantaged groups. This is a network of institutions, programmes and measures from which escape is extremely difficult. They are what Foucault (1977) called ‘disciplinary institutions’, which make up a certain social order by using punishment and reward; within this system, each particular behaviour is normalised and distributed, or otherwise, serves as a normalising agent for the rest.”

Fuente: Calderón-Almendros, I. (2019). Differences and inequality in schools: The languages of oppressed people as hope. Ars Vivendi Journal, 11, 2–11, p. 2.