• I finished my MAS en Secondaire II à la HEP, Vaud, for which I wrote a professional MAS thesis titled “Mise en œuvre des « pédagogies du care » dans un gymnase de la Suisse Romande”

Ce travail part de la prémisse qu’à l’heure actuelle on vit dans un contexte global dans lequel avoir de l’empathie et vouloir vivre dans un monde où la justice sociale règne sont socialement construits dans l’imaginaire collectif comme des traits négatifs. Dans mes travaux de recherche (voir Giraldo 2021 ; Giraldo In press), j’avance que cette construction sociale —qui est mise en œuvre au travers les appareils idéologiques de l’état et la société civile— fait partie de ce que Rita Segato (2018) à dénoté comme « les pédagogies de la cruauté ». Ces pédagogies, comme je le soutiens ailleurs (Giraldo In press), entraînent les gens dans l’acceptation d’un modèle hiérarchique d’organisation sociale dans lequel certaines personnes —non-blanches et migrantes politiques et économiques (du sud global vers le nord global)— sont marquées par l’altérité et placées dans les niveaux inférieurs de la pyramide sociale. Cela constitue une forme très particulière d’éducation morale qui naturalise, favorise et pérennise la cruauté. Le projet a été conçu comme un exercice créatif d’ethnographie permettant aux élèves de deux classes de l’école de maturité du gymnase où j’ai fait mon stage —dont une grande majorité des élèves sont issue de l’immigration— d’aborder leur histoire familiale d’immigration non pas comme quelque chose dont il faut avoir honte, mais comme ce qui fait partie de leur histoire personnelle et, à la fois, de l’histoire des pays d’origine de leurs familles et de la Suisse. En faisant de l’immigré la norme plutôt que celui personnifiant l’altérité, le projet vise à remettre en cause les logiques hiérarchisantes derrière l’établissement de la « différence coloniale » (see Mignolo 2000) en tant que force de structuration
sociale puissante. Il cherche à contrer les « pédagogies de la cruauté » et constitue
ainsi une mise en œuvre pratique de ce que j’appelle « les pédagogies du care »
(Giraldo In press).

  • My article “‘Pedagogies of cruelty’ and the patriarchal order of the nation-state: The Falsos Positivos as a paradigmatic example” is now out in Postcolonial Studies.

This article deals with what has been described as ‘one of the worst episodes of mass atrocity in the Western Hemisphere in recent decades’ (Human Rights Watch 2015), which took place in Colombia in 2002-2010 under the rule of Álvaro Uribe: the Falsos Positivos, a subset of extrajudicial killings carried out by state armed forces in exchange for monetary bonuses, holidays and/or promotions and whose victims were more than 3,000 poor and mostly male people. I draw from Rita Segato’s work (Segato 2016; Segato 2018) to address this event from a perspective that re-centres patriarchy and ‘coloniality’ (Quijano 2000). Firstly, I argue that the very possibility of their occurrence, staging, symbolic function, scale, and the nearly-zero empathy they generated in the general population is the result of a historical implementation of ‘pedagogies of cruelty’ (Segato 2018) that in the context of Colombia —where never-ending multi-modal violence has raged for decades on end and has emerged with singular ferocity— have successfully trained the urban classes into what I will denote as ‘selective desensitisation’. Secondly, that as an extreme enactment of the ‘mandate of masculinity’ (Segato 2016), these crimes constitute an event that allows for the reinforcement of the patriarchal order that underlies the modern-colonial nation-state. Apart from providing an explanatory framework for an extraordinary example of lack of empathy for certain victims in the context of Colombia, I aim at expanding Segato’s concept of ‘pedagogies of cruelty’ so as to demonstrate its immense analytical potential in the current global political landscape.

  • My article “Posfeminismo / Genealogía, geografía y contornos de un concepto”, for Debate Feminista, is now online and can be accessed here.

The term postfeminism has had multiple and contradictory uses in the anglo-american media context and scholarly circuit. Despite the fact that the phenomenon it denotes has expanded beyond the borders of the social, economic, cultural and geographical context where it emerged, works in Spanish that consider it are virtually non-existent. This article aims at bridging this gap. Starting with a review of what I argue are the three foundational texts of postfeminism as a field of study (McRobbie 2004; McRobbie 2009; Gill 2007), I move on to review and critically engage with two more texts that attempt to expand the outreach of postfeminism as a critical concept (Jess Butler 2013; Dosekun 2015) and to present own work (Giraldo 2016), which connects it with “the coloniality of gender” (Lugones 2007). The final part of the article outlines postfeminism as analytical concept by, firstly, explaining other concepts inherent to it; secondly, critically reading hypersexualisation; thirdly, problematising —via Foucault’s approach to power (1980) and Judith Butler’s theory of subjection (1997)— postfeminism’s underlying notion of “agency”. The article aims at showing that the theoretical potential of postfeminism as a concept lies in understanding it as a regime of female subjectivity that has been projected globally, is intrinsically connected with capitalism and with the neoliberal ethos, incorporates spectacular femininity and hypersexualisation, puts the coloniality of gender to work, and, instead of destabilising it, reinforces patriarchy.