Policies and territories of education in contexts of extreme urban poverty. Pedagogic devices between the management and the abjectnes

Abstract

This paper is concerned with describing the educational devices involved inthe ways that schooling policies and processes are lived, conceived and experienced in the field. Through discussions of the results of empirical research carried out over the course of four years in schools located in contexts of extreme urban poverty, we have been able to describe the specific ways that school life is produced in these urban spaces. From the perspective of governamentality studies, we have been able to describe the forms taken by educational devices and the production of subjectivity in abject territories in which, in the framework of management societies, the population has been left to its own devices. We propose a way of reading educational policies that heeds how these policies are experienced by subjects in the field.