School uniforms that hurt: an Australian perspective on gendered mattering

Melissa Joy Wolfe
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Abstract

School uniforms are proliferating as a staple in figurations created of successful students around the world. In Australia the uniform as compulsory formal school wear is a growing phenomenon in both public and private education sectors. School uniforms have often been adopted as unproblematic, by schools, parents, policymakers, and students themselves. It remains unclear from the previous limited and often contradictory research, precisely how uniforms materially affect student academic and social outcomes. Research that considers how students themselves not just perceive but feel about their uniforms is scarce. I focus on the affective response of students to their school uniforms at one government co-educational selective science high school. A PhEmaterialist approach deprivileges human agency, accounting for matter as dynamic, affective and of consequence in activities, performances, and events. The school uniform as matter is explored as a dynamic and powerful affective force in education and is situated as an integral part of a school’s iteration of binary gender differentiations. Uniforms matter twofold, as a conception that materializes what matters and the differential affect on the bodies that wear them. Bodies respond affectively to the uniform with a sense of comfort or discomfort, consciously and unconsciously. Bodies that do not fit easily with the required uniform hurt as students undergo everyday activities at school. This paper considers the affect of the uniform, with a filmic response from one high achieving ‘smart’ girl through a fine-grain analysis of her feelings of belonging and dis/comfort with and through her school uniform.

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伤人的校服:从澳大利亚的角度看性别问题
校服作为世界各地成功学生形象的主要组成部分,正在大量涌现。在澳大利亚,校服作为一种强制性的正式校服,在公立和私立教育部门都日益盛行。校服往往被学校、家长、政策制定者和学生本身认为是没有问题的。从以往有限且往往相互矛盾的研究来看,校服对学生的学业和社会成果究竟有何实质性影响,这一点仍不清楚。考虑到学生自身对校服的看法和感受的研究也很少。我的研究重点是一所公立男女择校科学高中的学生对校服的情感反应。唯物主义方法剥夺了人的能动性,将物质视为活动、表演和事件中的动态、情感和后果。校服作为一种物质,被视为教育中一种动态的、强大的情感力量,是学校二元性别区分迭代的一个组成部分。校服有两重意义,一是将重要的东西具体化,二是对穿着校服的身体产生不同的影响。身体有意识或无意识地对校服产生舒适感或不适感。当学生在学校进行日常活动时,不容易适应校服要求的身体会受到伤害。本文通过对一位成绩优异的 "聪明 "女生的影片反应,对她对校服的归属感和不舒适感以及通过校服产生的不舒适感进行细致分析,探讨了校服的影响。
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