Experiencias de doble negación en la periferia

Abstract

The present article describes the double denial experienced by education subjects in the case of female teachers from Chiapas, Mexico, evidenced by the exploration of the “mothering-motherhood” paradox, and analyzed from the perspective of feminist ethics. The participating teachers revealed mothering practices that adhere to stereotypical gender logics, and also the concern to stand out in their schools’ social dimension in order to cope with the adverse working conditions. Paradoxically, there is also a systemic misunderstanding of the needs of motherhood. Precarious working conditions lead to the experience of “child abandonment” and to remedial strategies that try to reconcile work and personal life. We conclude that while the educational system in Mexico denies the tensions experienced daily by these mothers, nevertheless these experiences are decisive for their professional identity.