Saro Lozano Parra
Biographic Data
| ID | 4624787 |
|---|---|
| NAME | Saro Lozano Parra |
| GIVEN NAMES | Saro Lozano |
| FAMILY NAME | Parra |
| SIGNATURE | PARRA S L |
| AFFILIATIONS | Schlumberger (Ireland) |
| ORCID | 0000-0003-1654-8612 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The professional significance of subjectification
The pedagogical purpose domain of subjectification concerns encouraging students to be a self, while they encounter a pluriform world of others. However, it leaves remarkably ambiguous how teachers are concretely involved in subjectification during their everyday practice. Addressing this lacuna, we introduce teacher subjectification as an analytical perspective on how a teacher-as-a-self interactively constitutes student subjectification. Throug…
I Just Get a Different Feeling in This Class
While research on the belonging of diverse student populations has grown over the past decades, it tends to overlook the ways subjective feelings of youth are embedded within inequitable societal and institutional structures. Drawing on concepts from critical affect theory, this article studies the experiences of racialized students at an urban secondary school to identify how teachers' affective practices structure their belonging in pedagogical…
Teachers stepping up their game in the face of extreme statements
Friction in the classroom may create useful tension for teachers when they attempt to discuss sensitive topics as part of democratic learning. Due to the openness and indeterminacy of these topics, students can experience what it is like to be (political) subjects in a diverse society and become aware of other people’s subjectness in a charged classroom. To better understand how to handle educational friction in the classroom, we observed and int…
Practicing democracy in the playground
Research shows that teachers and educators struggle to act when conflict appears in the classroom. This article argues that (political) conflict should not be avoided or eradicated. Teachers should enable conflict and attend to their pupils in the process, in order to enable further understanding of each other and their differences, as part of living together in a plural and diverse society. Scholars and educators often take a deliberative approa…
Teachers stepping up their game in the face of extreme statements
Friction in the classroom may create useful tension for teachers when they attempt to discuss sensitive topics as part of democratic learning. Due to the openness and indeterminacy of these topics, students can experience what it is like to be (political) subjects in a diverse society and become aware of other people’s subjectness in a charged classroom. To better understand how to handle educational friction in the classroom, we observed and int…
I Just Get a Different Feeling in This Class
While research on the belonging of diverse student populations has grown over the past decades, it tends to overlook the ways subjective feelings of youth are embedded within inequitable societal and institutional structures. Drawing on concepts from critical affect theory, this article studies the experiences of racialized students at an urban secondary school to identify how teachers' affective practices structure their belonging in pedagogical…
Practicing democracy in the playground
Research shows that teachers and educators struggle to act when conflict appears in the classroom. This article argues that (political) conflict should not be avoided or eradicated. Teachers should enable conflict and attend to their pupils in the process, in order to enable further understanding of each other and their differences, as part of living together in a plural and diverse society. Scholars and educators often take a deliberative approa…
Teachers stepping up their game in the face of extreme statements
Friction in the classroom may create useful tension for teachers when they attempt to discuss sensitive topics as part of democratic learning. Due to the openness and indeterminacy of these topics, students can experience what it is like to be (political) subjects in a diverse society and become aware of other people’s subjectness in a charged classroom. To better understand how to handle educational friction in the classroom, we observed and int…
The professional significance of subjectification
The pedagogical purpose domain of subjectification concerns encouraging students to be a self, while they encounter a pluriform world of others. However, it leaves remarkably ambiguous how teachers are concretely involved in subjectification during their everyday practice. Addressing this lacuna, we introduce teacher subjectification as an analytical perspective on how a teacher-as-a-self interactively constitutes student subjectification. Throug…
I Just Get a Different Feeling in This Class
While research on the belonging of diverse student populations has grown over the past decades, it tends to overlook the ways subjective feelings of youth are embedded within inequitable societal and institutional structures. Drawing on concepts from critical affect theory, this article studies the experiences of racialized students at an urban secondary school to identify how teachers' affective practices structure their belonging in pedagogical…
Democracy (2 works) · Educator Training and Historical Pedagogy (2 works) · Epistemology (2 works) · Global Education and Multiculturalism (2 works) · Narrative (2 works) · Pedagogy (2 works) · Political science (2 works) · Politics (2 works) · Posthumanist Ethics and Activism (2 works) · Social science (2 works)