Wimb Lu ISSN Impreso: 1659-2107 ISSN electrónico: 2215-6712

OAI: https://revistas.ucr.ac.cr/index.php/wimblu/oai
Uni-form of the uniform as skin
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Keywords

school uniform
subjectivity
identity
education system
uniforme escolar
subjetividad
identidad
sistema educativo

How to Cite

Molina Winkler, A. (2023). Uni-form of the uniform as skin. Wimb Lu, 18(2), 43–48. https://doi.org/10.15517/wl.v18i2.56874

Abstract

The objective of this essay was to reflect on the use of the school uniform and its subjective implications on the students. A questioning of the main arguments in favor of its use was carried out, emphasizing on the perspective of a uniform as a tool of false inclusion that is used on the basis of reducing differences, also of its use as a possible impediment to the expression of diversity – which is one of the constitutive elements in the construction of one’s identity- and the self-exploration that can occur through the choice of clothing. Through the discussion built around the school uniform, an attempted to carry out a metaphorical analysis of the educational system itself, inviting one to wonder if educational centers are the place to promote a uni-form.

https://doi.org/10.15517/wl.v18i2.56874
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References

Butler, Judith. Bodies that Matter. On the Discursive Limits of “Sex”. New York & London: Routledge, 1993.

De Certeau, Michel. The Practice of Everyday Life. Berkeley, CA & London: University of California Press, 1984.

Dussel, Inés. «Los uniformes como políticas del cuerpo. Un acercamiento foucaultiano a la historia y el presente de los códigos de vestimenta en la escuela.» En Políticas y estéticas del cuerpo en América Latin, compilado por Zandra Pedraza Gómez, 131-156. Colombia: Universidad de los Andes, 2007.

Grumet, Madeleine. Bitter Milk. Women and Teaching. Amherst. MA: The University of Massachusetts Press, 1988.

Le Gaufey, Guy. «Morir para que todos se mantenga». En Una analítica parasitaria raro, muy raro, editado por Beatriz Aguad,143-155. México: Editorial Psicoanalítica de la Letra, 2003.

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Copyright (c) 2023 Amanda Molina Winkler

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