Browsing by Author "Errazuriz, Valentina"

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    "An Evil Text": Chilean National Writing Plan and Students Becoming Writers with Villainy
    (2023) Garcia-Gonzalez, Macarena; Errazuriz, Valentina; Concha, Soledad; Saona, Ignacia
    This article examines high school students' responses to an exercise from the Chilean National Writing Plan which invited students to "write an evil text." The data was analyzed through a diffractive reading using affect theory. We asked the texts: What do affective repertoires related to villainy do to students becoming writers? We describe the affirmative potential of these affects and strategies used by students becoming writers to contest normative childhood and youth relations with cultural products and affective repertoires in education. Based on our findings, we posit that the entanglements between writing exercises, student writers, and villainy produced non-normative affects related to evilness, which in turn assembled into cultural zones of exception in which children and youth could speculate around complex topics such as the pleasures related to violence.
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    "More person, and, therefore, more satisfied and happy": The affective economy of reading promotion in Chile
    (TAYLOR & FRANCIS LTD, 2021) Errazuriz, Valentina; Garcia Gonzalez, Macarena
    Reading is often regarded as a public good and an essential part of developing almost every aspect of human potential. In this article, we survey the "affective economies" of literary reading through a textual and visual analysis of documents issued by Chile's Ministry of Education. Through a critical and diffractive reading of these documents with Ahmed's (2004, 2010) and Braidotti's (2018) conceptualizations of the affective, we claim that when reading is presented as beneficial, pleasurable, and promising, an assemblage of exclusion is set into motion. We describe how the affective repertoires in these documents reinforce oppressive and exclusionary neoliberal values under the guise of the promise of future happiness. The pleasure and happiness that can be achieved through literary reading, however, is only accessible to those who are willing to orientate themselves in the "right ways." In this orientation, the cognitive is privileged over the emotional, and readers are supposed to learn to postpone any current demands for the promise of future happiness.
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    Reading promotion, conflict negation and peaceful conviviality: the uses and hopes for literary education in Chile
    (2021) Garcia Gonzalez, Macarena; Errazuriz, Valentina
    This article inquires into what sort of socioemotional education and conviviality are produced when pleasurable literary reading is encouraged in neoliberal cultures. We critically explore the celebration of reading for socioemotional education as it is produced in official government documents distributed to schools in Chile. Assisted by Sara Ahmed's conceptualisation of the cultural politics of emotions and Chantal Mouffe's agonistic theory, we highlight how literary reading is promoted as a tool to manage difference and resolve conflict. We relate the hopes set on reading to a celebratory cult of happiness in which structural injustices are erased.