Daniel Leyton
Datos Biográficos
| ID | 3587496 |
|---|---|
| NOMBRE | Daniel Leyton |
| NOMBRES | Daniel |
| APELLIDO | Leyton |
| FIRMA | LEYTON D |
| AFILIACIONES | University of Exeter |
| ORCID | 0000-0003-2472-9835 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 19 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Affective inequalities beyond heteronormativity. Impostor feelings, wellbeing and belonging in STEM students in the UK and India
STEM in higher education has been framed as a central site to boost the knowledge-based economy. Within this context, gender equality and mental health have been of primary concern. However, the affective inequalities experienced by STEM students with marginalised “sexual orientations and gender identities” – SOGI – remain underexplored. In this article, we drew on Butler’s work on the heterosexual matrix and Ahmed’s gendered notion of affective …
The discursive formation of the affirmative action policy in Chile
Global scholarly narratives have identified a strong influence of anti-racist, anti-discrimination, and gender equality movements and discourses on affirmative actions in higher education in different national contexts. While empirically valid for various cases, this portrait overlooks affirmative actions’ problematic entanglements with other conflictive rationalities and political projects. This article focused on the discursive formation of the…
Neuroscience, biopolitics and new professional subjectivities in education
While neuroscience increasingly influences education globally, little attention has been paid to neuroeducation’s capacity to reshape teacher professionalisation and subjectivities, particularly in the Global South. To address this gap, we conducted fieldwork in Chile using three main methods: semi-structured interviews, archival documentation and a novel mapping of Continuing Professional Development (CPD) and master’s programmes in neuroscience…
Beyond (and Alongside) Shameful Attachments
During 2019, we embarked on a fieldwork based on 18 semi-structured interviews with international scholars in the humanities and social sciences in Chilean universities to explore their experiences with knowledge. Drawing on theories of critique and neoliberalism, we analyzed their ambivalent and unsettling conjunction of attachments to neoliberal and critical knowledge formations. By developing the notion of regime of epistemic subjectification,…
Neoliberalising working-class subjectification through affirmative action policies
Drawing on the notions of neoliberal governmentality, regime of subjectification, as well as on the ordoliberal conception of social policy, self and class, I analyse how neoliberalism is entrenched in the formation of the affirmative action policy in higher education in Chile. Based on a fieldwork focused on the two main affirmative action programmes in Chile -Induction Access Programmes and PACE-, I constructed a counter-archival assemblage to …
The un/methodology of 'theoretical intuitions
Class Matters, by Mahony and Zmroczek (1997), was an important collection marking working-class women’s contribution to the academy and society. In taking up the question of class, this paper considers the ways in which a partial and particular discourse reflected its author’s material circumstances, including her preferred conceptual interests as well as her un(self)conscious knowledge. In revisiting the way class ‘mattered’, and continues to ma…
Excepcionalidad meritocrática y política de acción afirmativa en la educación superior en Chile
A partir de nociones Foucaultianas como discurso, régimen de subjetivación y gubernamentalidad, analizamos uno de los discursos dominantes que constituye la política de acción afirmativa en la educación superior en Chile. Nuestro análisis se basa principalmente en documentos vinculados a la formación discursiva del programa PACE [Programa de Acompañamiento y Acceso Efectivo a la Educación Superior]; principal política de acción afirmativa en dich…
Middle-class mothers’ passionate attachment to school choice
This paper is based on a qualitative study about middle-class mothers’ experiences of school choice in Chile. It draws on Butler, Berlant and Hardt’s work on affects, and on feminist contributions to the intersection between school choice, social class and mothering. These contributions help us deepen our understanding of school choice as both a form of passionate attachment to the education market and affective labour. In addition, these perspec…
Middle-class mothers’ passionate attachment to school choice
This paper is based on a qualitative study about middle-class mothers’ experiences of school choice in Chile. It draws on Butler, Berlant and Hardt’s work on affects, and on feminist contributions to the intersection between school choice, social class and mothering. These contributions help us deepen our understanding of school choice as both a form of passionate attachment to the education market and affective labour. In addition, these perspec…
The un/methodology of 'theoretical intuitions
Class Matters, by Mahony and Zmroczek (1997), was an important collection marking working-class women’s contribution to the academy and society. In taking up the question of class, this paper considers the ways in which a partial and particular discourse reflected its author’s material circumstances, including her preferred conceptual interests as well as her un(self)conscious knowledge. In revisiting the way class ‘mattered’, and continues to ma…
Neuroscience, biopolitics and new professional subjectivities in education
While neuroscience increasingly influences education globally, little attention has been paid to neuroeducation’s capacity to reshape teacher professionalisation and subjectivities, particularly in the Global South. To address this gap, we conducted fieldwork in Chile using three main methods: semi-structured interviews, archival documentation and a novel mapping of Continuing Professional Development (CPD) and master’s programmes in neuroscience…
Neoliberalising working-class subjectification through affirmative action policies
Drawing on the notions of neoliberal governmentality, regime of subjectification, as well as on the ordoliberal conception of social policy, self and class, I analyse how neoliberalism is entrenched in the formation of the affirmative action policy in higher education in Chile. Based on a fieldwork focused on the two main affirmative action programmes in Chile -Induction Access Programmes and PACE-, I constructed a counter-archival assemblage to …
Middle-class mothers’ passionate attachment to school choice
This paper is based on a qualitative study about middle-class mothers’ experiences of school choice in Chile. It draws on Butler, Berlant and Hardt’s work on affects, and on feminist contributions to the intersection between school choice, social class and mothering. These contributions help us deepen our understanding of school choice as both a form of passionate attachment to the education market and affective labour. In addition, these perspec…
Excepcionalidad meritocrática y política de acción afirmativa en la educación superior en Chile
A partir de nociones Foucaultianas como discurso, régimen de subjetivación y gubernamentalidad, analizamos uno de los discursos dominantes que constituye la política de acción afirmativa en la educación superior en Chile. Nuestro análisis se basa principalmente en documentos vinculados a la formación discursiva del programa PACE [Programa de Acompañamiento y Acceso Efectivo a la Educación Superior]; principal política de acción afirmativa en dich…
The un/methodology of 'theoretical intuitions
Class Matters, by Mahony and Zmroczek (1997), was an important collection marking working-class women’s contribution to the academy and society. In taking up the question of class, this paper considers the ways in which a partial and particular discourse reflected its author’s material circumstances, including her preferred conceptual interests as well as her un(self)conscious knowledge. In revisiting the way class ‘mattered’, and continues to ma…
Neoliberalising working-class subjectification through affirmative action policies
Drawing on the notions of neoliberal governmentality, regime of subjectification, as well as on the ordoliberal conception of social policy, self and class, I analyse how neoliberalism is entrenched in the formation of the affirmative action policy in higher education in Chile. Based on a fieldwork focused on the two main affirmative action programmes in Chile -Induction Access Programmes and PACE-, I constructed a counter-archival assemblage to …
Beyond (and Alongside) Shameful Attachments
During 2019, we embarked on a fieldwork based on 18 semi-structured interviews with international scholars in the humanities and social sciences in Chilean universities to explore their experiences with knowledge. Drawing on theories of critique and neoliberalism, we analyzed their ambivalent and unsettling conjunction of attachments to neoliberal and critical knowledge formations. By developing the notion of regime of epistemic subjectification,…
The discursive formation of the affirmative action policy in Chile
Global scholarly narratives have identified a strong influence of anti-racist, anti-discrimination, and gender equality movements and discourses on affirmative actions in higher education in different national contexts. While empirically valid for various cases, this portrait overlooks affirmative actions’ problematic entanglements with other conflictive rationalities and political projects. This article focused on the discursive formation of the…
Neuroscience, biopolitics and new professional subjectivities in education
While neuroscience increasingly influences education globally, little attention has been paid to neuroeducation’s capacity to reshape teacher professionalisation and subjectivities, particularly in the Global South. To address this gap, we conducted fieldwork in Chile using three main methods: semi-structured interviews, archival documentation and a novel mapping of Continuing Professional Development (CPD) and master’s programmes in neuroscience…
Affective inequalities beyond heteronormativity. Impostor feelings, wellbeing and belonging in STEM students in the UK and India
STEM in higher education has been framed as a central site to boost the knowledge-based economy. Within this context, gender equality and mental health have been of primary concern. However, the affective inequalities experienced by STEM students with marginalised “sexual orientations and gender identities” – SOGI – remain underexplored. In this article, we drew on Butler’s work on the heterosexual matrix and Ahmed’s gendered notion of affective …
Sociology (7 obras) · Political science (5 obras) · Gender Studies (4 obras) · Psychology (4 obras) · Gender Studies (3 obras) · Law (3 obras) · Affirmative action (2 obras) · Class (philosophy (2 obras) · Epistemology (2 obras) · Feeling (2 obras)