Chapter(prepared(for(the(book(Critical(Methodologies(for(Researching(Teaching(and(

Learning,(edited(by(Christina(Siry,(Catherina(Schreiber,(Roberto(Gomez(Fernandez(and(
Bob(Reuter,(to(be(published(by(Sense(Publishers((Series(Bold(Visions(in(Educational(
Research).(
(
(
Research(memories(and(memories(as(research(in(the(history(of(
education:(
Historicizing(the(material(and(visual(culture(of(schooling((
(
Inés(Dussel(
Department(of(Educational(Research(
CINVESTAV,(Mexico(
(
(
(
Abstract(
(
In(this(chapter,(I(want(to(discuss(how(objects(and(images(have(been(approached(in(
educational(history,(taking(my(own(research(projects(on(school(uniforms(and(images(
as(the(subject(of(research((research(memories),(and(reflecting(on(the(affects(and(
bodily(experiences(that(are(implicated(in(them((memories(as(research(strategies).(I(
would(like(to(stress(that(this(kind(of(analysis(highlights(how(research(questions(and(
methods(change(in(relation(to(new(readings(and(approaches,(and(how(these(changes(
open(up(new(paths(and(visibilities(in(the(archival(work.(I(also(would(like(to(argue(in(
favor(of(research(strategies(that(take(the(risk(of(implicated(readings,(accounting(for(
the(affective,(biographical(dimension(of(research(in(ways(that(avoid(the(confessional(
tone(or(the(selfPreflexive(loop(of(some(strands(of(research(and(yet(still(make(room(for(
different(routes(to(knowledge(and(for(more(pluralistic(and(open(methodologies.(
(
Keywords:(History(of(education(–(Visual(history(–(Material(culture(–(School(uniforms(
–(School(memories(
(
(
Introduction:(Researching(the(visual(and(material(culture(of(schooling(
(
In(the(past(20(years,(my(research(in(the(field(of(educational(history(has(been(involved(
with(objects(and(images,(particularly(with(school(uniforms(and(different(visual(
technologies(such(as(films,(photographs,(or(world(fairs(and(their(links(to(education(
and(schooling.(In(this(chapter,(I(would(like(to(present(a(historiographical(and(
methodological(reflection(on(the(steps(taken(in(these(previous(research(projects,(and(
link(them(to(some(strands(of(social(theory,(such(as(ActorPNetworkPTheory,(the(new(
materialism,(and(visual(studies,(that(are(referred(to(as(two(turns(in(historiography(and(
social(theory:(the(material(turn(and(the(visual(turn.(I(approach(these(theories(and(
turns(keeping(in(mind(that(the(“critical”(in(“critical(research(methodologies”(is(not(
guaranteed(by(any(endorsement(of(a(given(theoretical(framework(but(requires(a(
permanent(questioning(of(the(ways(of(thinking,(“a(kind(of(cultural(form,(a(political(and(
moral(attitude,”(as(Foucault(defined(it((1997,(p.(29),(that(interrogates(the(links(
between(thought(and(power,(and(problematizes(our(own(field(of(research.(
(
I(would(like,(then,(to(historicize(how(objects(and(images(have(been(or(are(being(
thought(in(educational(history,(taking(my(own(research(projects(as(the(subject(of(
research.(It(can(be(said(that(objects(and(images(were(present(in(educational(research(
well(before(these(latest(turns(and(the(new(jargon(used(to(describe(them.(They(were(
used(by(historians(of(education(in(different(ways:(as(illustrations(of(their(arguments,(
as(part(of(museum(exhibits,(or,(less(so,(as(archeological(evidence(of(past(practices,(as(
in(the(history(of(writing(in(Ancient(times((Petrucci,(1999).(But(it(is(true(that,(as(Lawn(
and(Grosvenor(say,(“[t]he(materiality(of(schooling(has(tended(to(stay(with(museum(
specialists(and(not(historians(of(education”((Lawn(&(Grosvenor,(2005,(p.(7).(More(
recently,(objects(and(images(have(received(renewed(impulse(by(radical(histories(in(the(
last(40(years,(based(on(the(will(to(write(history(from(below(and(give(voice(and(flesh(to(
the(daily(lives(of(ordinary(people,(taking(family(albums(or(home(artifacts(as(carriers(
and(containers(of(this(experience((Steedman,(1986).(A(multiPtextual,(multiPvocal(
history(has(opened(its(way(through(new(objects(and(means(of(inquiry.((
(
If(the(relevance(of(objects(and(images(for(the(history(of(education(is(not(a(novelty,(
what(seems(to(have(changed(with(the(recent(visual(and(material(turns(is(that(they(
have(entered(a(discursive(field(that(makes(them(visible(and(thinkable(in(ways(that(
acknowledge(their(presence(and(their(effects(not(just(as(conveyors(of(external(forces(
but(as(carrying(a(weight(of(their(own.(This(is(the(shift(that(I(would(like(to(explore(in(
this(text,(discussing(some(of(the(points(in(which(this(new(discursive(field(departs(from(
previous(traditions(of(scholarship.(
(
I(will(start(considering(the(history(of(school(uniforms(as(artifacts(and(images,(trying(to(
think(through(my(own(theories(and(historiographical(decisions(as(I(moved(along(in(
my(research.(But(I(would(also(like(to(pose(it(as(a(memory(exercise,(one(in(which(my(
body(and(my(affects(are(also(implicated,(and(this(is(also(another(shift(that(has(taken(
place(in(recent(years(–the(memorial(turn((Huyssen,(2003).((
(
I(am(conscious(of(the(risks(of(these(exercises,(which(more(often(than(not(can(turn(into(
confessional,(selfPindulgent(narratives((de(Diego,(2005),(or(can(reinstate(a(
transcendental(ego,(an(authorial(voice(that(crystallizes(the(power(of(an(
autobiographical(self((Kuhn,(2002).(Yet,(as(Madeleine(Grumet(says(in(relation(to(
clothes,(objects(mobilize(textured(memories((Grumet,(1997),(affective(memories(that(
have(to(be,(not(disposed(of(or(repressed,(but(worked(through(in(our(research.(
However,(we(also(need(to(acknowledge(that(we(live(in(the(era(of(testimonio(and(that(
this(cultural(and(discursive(field(frames(our(practice((Beverley,(1995;(Arfuch,(2013).(
As(the(Danish(artists(Joachim(Koester(said,(“in(the(19th(century(exploration(was(
geographic.(Journeys(were(made(into(impassable(jungles(or(the(ice(deserts(of(the(
Arctic(in(an(attempt(to(map(the(last(“white”(spots(on(the(globe.(But(in(the(20th(century(
this(notion(of(the(‘unknown’(changed.(Exploration(turned(inward.(The(new(realms(to(
be(explored(were(the(molecule((Niels(Bohr),(the(unconscious((Sigmund(Freud),(
language((Gertrud(Stein)(or(the(outskirts(of(the(mind((Henri(Michaux)”((Koester,(
quoted(by(Roelstraete,(2009).(Given(this(inward(turn,(research(may(risk(getting(lost(in(
a(selfPreflexive(loop,(not(being(able(to(talk(more(than(about(itself.(If(research(is(going(
to(take(the(path(of(memory,(some(questions(arise.(1(How(can(memory(as(a(research(
practice(bring(about(biographical(notes(as(much(as(larger,(collective(stories?(How(can(
we(account(for(methods(and(history(without(having(to(pay(the(cost(of(dismissing(our(
“inner(lives”,(our(own(affects(and(memories((Kuhn,(2002,(p.(10)?(And(can(these(
memories(nurture(further(knowledge(that(comes(from(“routes(other(than(that(of(
intellectual(detachment”((p.(45)?(I(intend(to(keep(these(questions(resonating(
throughout(my(text.(
(
(
Uniforms(as(objects:(the(trajectory(of(a(research(project(
(
Tracing(how(I(first(approached(the(issue(of(school(uniforms,(I(would(say(that(the(topic(
“came”(to(me(not(out(of(a(fancy(fad,(but(as(part(of(a(quest(for(understanding(some(
pressing(issues(about(schooling.(More(theoretically,(my(first(encounter(with(the(
material(culture(of(schooling(was(written,(from(its(very(beginning,(as(a(history(of(the(
present((a(notion(first(introduced(by(Foucault,(1977).(Having(been(raised(in(Argentina(
but(studying(in(the(US,(it(struck(me(how(much(of(North(American(schooling(had(to(do(
with(selfPexpression(and(individuality,(something(quite(different(from(what(I(had(
experienced(in(Argentinean(public(schools,(where(a(common(republican(ethos(
operated(as(regulatory(ideal,(of(which(uniforms(were(a(cherished(symbol.((
(
By(that(time,(also,(I(was(interested(in(a(contemporary(event(related(to(the(use(of(the(
veil(by(Muslim(young(women(in(French(schools.(The(debates(in(the(1990s(involved(
many(leading(intellectuals((Julia(Kristeva,(Alain(Finkielkraut,(among(others)(in(ways(
which(I(couldn’t(fully(understand(–critical(thinkers(who(became(diePhard(republicans(
defending(the(secularism(of(the(French(school(system(against(what(they(saw(as(an(
increasing(power(of(religions(in(public(life((Dussel,(2001).(This(debate(made(me(think(
comparatively(about(how(clothing(and(religious(symbols(in(schools(deployed(
particular(notions(of(identity(and(difference,(notions(that(led(to(the(prohibition(of(the(
veil.((
(
Working(on(the(regulation(of(appearances(and(clothes,(following(the(thread(of(the(
Muslim(veil,(I(turned(to(look(at(US(policies(on(clothing.(Interestingly,(despite(the(
rhetoric(of(liberal(multiculturalism,(since(the(early(1990s(some(school(districts,(
particularly(the(large,(urban(ones(such(as(Long(Beach,(NYC(and(Washington(DC,(were(
((((((((((((((((((((((((((((((((((((((((((((((((((((((((
1
Recent work on autobiography, and particularly on collective biography, takes into account these challenges
(Gonick & Gannon, 2014; Aydarova, Millei, Piattoeva & Silova, 2016). One inspiring example is the work
done by Annette Kuhn in her explorations on family albums, which intend to knit together her family
memories with collective action, the personal and the political (Kuhn, 2002). Also, the edited volume by
Yanes-Cabrera, Meda & Viñao (2017) shows the fruitfulness of exploring school memories through different
objects and artifacts (films, TV series, engravings, gravestones) as well as through oral and written
testimonies.
implementing(dress(codes(that(imposed(‘casual(clothes’(–a(soft(notion(of(uniformP(to(
all(students,(as(a(way(of(promoting(discipline(and(breaking(up(the(affiliation(with(
gangs.(This(was(a(sea(change(in(a(traditionally(flexible(policy(on(clothing,(and(not(
surprisingly(it(was(contested(by(the(American(Civil(Liberties(Union(as(a(curtailing(of(
individual(freedom.(But(what(indeed(was(surprising(was(that(liberal(intellectuals(
defended(school(uniforms(as(a(good(measure(against(branded(consumerism:(in(their(
view,(with(uniforms(children(would(be(less(fixated(on(getting(expensive(tennis(shoes(
or(fashionable(clothes(and(would(focus(more(on(academic(and(social(issues.(Yet,(the(
progressive(liberals(oversaw(the(fact(that(school(uniforms(were(also(introducing(
another(branded(culture,(that(of(the(preppy(look(and(the(casual(dress(of(global(
sweatshops(as(Gap(or(J.(Crew.2(
(
When(I(bumped(into(the(debates(and(genealogies(of(school(uniforms(in(the(US,(related(
to(sports,(feminism,(social(hygiene,(and(indigenous(education,(particularly(boarding(
schools,(it(also(struck(a(chord(with(my(own(biography.(In(my(own(schooling(in(
Argentina,(I(donned(school(uniforms(all(my(school(life.(And(I(passionately(hated(them,(
for(reasons(that(will(become(clearer(later.(As(a(footnote,(this(hate(has(made(wonder(
whether(any(research(is,(in(fact,(an(act(of(revenge,(or,(to(say(it(in(a(milder(way,(of(
indignation((Rose,(1999).(Research(is(often(thought(or(written(as(an(act(of(love((of(
knowledge,(of(fellow(human(beings),(but(it(may(contain(much(more(mixed(feelings(
that(one(might(want(to(account(for.(
((
My(act(of(revenge(was(to(write(a(history(of(the(school(uniform(that(made(the(darker(
dimensions(of(dress(regulations(visible.(In(Argentina(school(children(used(–and(still(
doP(a(white(smock(that(resembles(the(medical(or(lab(coat.(The(fact(that(it(was(white(
obliged(to(all(sorts(of(care,(and(I(remember(how(I(felt(constrained(not(to(run(or(play(
rough(as(it(would(immediately(show(on(my(guardapolvo.(There(is(a(certain(irony(in(
the(fact(that(the(guardapolvo’s(more(precise(translation(would(be(‘duster’,(or(dustP
keeper:(dust(is(kept(away(from(the(street(clothes,(but(leaves(its(marks(on(the(surface(
of(the(duster.(Thus,(in(order(to(avoid(‘keeping’(dust,(getting(the(uniform(stained,(the(
best(way(was(not(to(move,(not(play,(not(paint(or(write(in(ink.(There(were(symbolic(but(
also(quite(real(punishments(if(stains(were(found,(which(would(include(being(sent(back(
home,(not(being(able(to(honor(the(flag,(or(other(ways(of(public(shaming.(In(school(
parlance,(‘dirtiness’(carried(all(the(multiple(meanings(of(the((in)appropriate(other(
(TrinhPMinhPHa,(1987),(the(notPquitePright(pupil((Kuhn,(2002,(p.(105).(Cleanliness(and(
tidiness(were(moral(and(political(categories(for(classifying(children((Vigarello,(1988),(
and(they(might(still(be(nowadays.((
(
In(my(research,(I(found(that(many(of(the(associations(between(cleanliness(and(moral(
probity(and(virtue(that(I(remembered(from(my(childhood(were(in(fact(quite(old.(In(a(
1902(issue(from(the(official(journal(of(the(Ministry(of(Education,(El(Monitor(de(la(
Educación(Común,(I(found(a(poem(that(said:(
“Never(dress(carelessly,(
((((((((((((((((((((((((((((((((((((((((((((((((((((((((
2
For a thorough analysis of consumerism in contemporary life and particularly in teenagers’ cultural
identities, see Banet-Weiser, 2012.
 because(in(society(it(is(as(dishonorable(
a(stain(in(your(honor(
as(a(stain(in(your(dress.”(
(Plaza,(quoted(in:(Groff,(1902,(p.(961).(
(
In(the(archives,(I(scrolled(through(regulations,(school(hygiene(treatises,(descriptions(
of(everyday(life,(and(educational(journals(to(understand(how(uniforms(had(become(
the(appropriate(dress(code(in(Argentinean(schools.(I(also(searched(in(illustrated(
journals(and(newspapers(to(see(advertisements(of(uniforms(to(track(their(prices,(their(
styles,(to(analyze(how(they(became(part(and(parcel(of(the(commodification(of(
children’s(attire(and(of(school(objects.((
(
In(line(with(what(Phil(Corrigan(said(about(what(school(did(with,(to(and(for(his(body(
(Corrigan,(1988),(my(point(of(departure(was(that(school(uniforms(performed(a(
particular(violence(to(my(body,(violence(that(was(completely(invisible(in(the(US(debate(
on(school(uniforms(in(the(late(1990s.(Trying(to(understand(this(violence,(I(was(
rejoiced(when(I(read(Elizabeth(Grosz(pointing(that(clothes(mark(the(body(as(deeply(as(
a(surgical(incision((Grosz,(1995),(and(Michel(de(Certeau,(for(whom(clothes(have(the(
effect(of(making(the(body(tell(the(code,(realizing(a(social(language(and(recounting(a(
law((De(Certeau,(1984:147).(
(
Equipped(with(this(theory,(I(was(not(alone(in(trying(to(work(through(these(school(
memories(of(violent(impositions(on(my(childhood(body.(I(analyzed(histories(of(school(
uniforms(and(the(schooling(of(bodies(that(were(studying(similar(experiences.(For(
example,(Brazilian(theorist(Guacira(Lopes(Louro((1999)(recalled(her(struggles(with(
school(authorities(over(the(donning(of(uniforms,(an(act(that(apparently(expropriated(
the(students(of(their(own(bodies(and(turned(them(an(indivisible(part(of(the(school(
community.(For(her,(these(struggles(condensed(issues(over(authority(and(knowledge(
in(schools(that(were(far(from(marginal(to(its(operations.((

Research(on(school(uniforms(from(scholars(in(Australia(and(the(UK(was(also(very(
important(at(that(point,(probably(because,(as(much(as(in(my(own(biography,(clothes(
were(experienced(as(an(important(surface(for(political(and(aesthetic(struggles(in(
schools.(John(Synott(and(Colin(Symes((1995)(wrote(that(uniforms(are(not(external(
screens(on(which(meanings(are(reflected,(but(part(of(technologies(of(power(that(
“govern(and(regulated(both(the(outward(and(inward(disposition(of(the(pupil,”(“a(
central(set(of(habiliments(in(the(moral(economy(of(schools”(that(manifests(the(kinds(of(
subjectivities(valued(by(educational(institutions((p.(140).(They(produce(moral(
characters,(relationships(to(the(self(and(to(others,(that(go(far(beyond(the(external(look,(
and(do(so(in(peculiar(ways,(through(the(imposition(of(minute(details(and(the(constant(
surveillance(of(transgression.(Daphne(Meadmore’s(work(was(also(central(to(my(own(
understanding(of(uniforms(as(technologies(of(power((Symes(and(Meadmore,(1996,(
1999),(as(much(as(Sue(Middleton’s(investigations(on(gender,(sexuality(and(attire(
(Middleton,(1998).(
(
Looking(at(the(Australian(and(British(work(on(uniforms(pushed(me(into(doing(a(
comparative(history(of(the(regulation(of(clothing(that(went(beyond(the(US(and(
Argentina.(When(did(uniforms(start(to(be(donned(as(school(dress(codes?(I(found(out(
that,(while(they(emerged(in(the(charity(and(Lasallean(schools(in(a(period(that(spans(
from(the(16th(to(the(18th(centuries,(uniforms(turned(into(state(policies(during(the(
French(Revolution,(when(proposals(for(national(and(children’s(uniforms(were(
discussed(and(included(in(some(of(its(laws((to(the(extent(that,(as(French(historian(
Nicole(Pellegrin((1989)(remarks,(‘reform’(was(frequently(rhymed(with(‘uniform’(in(
many(reports(of(the(time).(Opposed(to(the(sumptuous(and(luxurious(clothing(of(court(
societies,(uniforms,(particularly(for(children(who(would(be(the(new(citizens(of(the(
Republic,(appeared(as(the(symbols(of(egalitarianism.(A(first(discursive(equivalence(
emerged(between(uniforms(and(social(equality,(and(it(is(remarkable(that,(even(though(
it(was(forged(in(the(years(of(the(French(Revolution,(it(still(remains(a(powerful(one(in(
current(debates(on(school(uniforms.((
(
In(that(period,(another(lasting(discursive(equivalence(was(articulated(between(
uniforms(and(health(policies((Pellegrin,(1991).(This(was(not(only(a(scientific(drive:(
during(the(years(of(the(revolutionary(Convention(and(the(people(in(arms,(medical(
discourses(went(hand(in(hand(with(military(ones(that(presented(uniforms(not(only(as(
the(most(rational(and(strategic(but(also(the(healthiest(of(clothes((Roche,(1994).(These(
equivalences(were(maintained(and(amplified(by(the(educational(action(of(the(Third(
Republic(in(France(in(the(last(third(of(the(19th(century.(The(republican(schools(adopted(
the(“tablier”(or(a(gray,(black(or(blue(blouse,(as(the(dress(code(for(children.(By(the(end(
of(the(19th(century,(uniforms(became(a(significant(part(of(the(traveling(technologies(
and(ideas(that(were(at(the(basis(of(the(expansion(of(Western(schooling(throughout(the(
globe.(Great(Britain(and(Australia(prescribed(the(use(of(blazers(and(hats,(imitating(the(
prevalent(attire(of(private(schools.(France,(New(Zealand,(and(several(South(American(
countries(adopted(blue(or(white(smocks(that(were(worn(over(the(street(clothes.(I(
found(connections(with(other(century(political(and(epistemic(movements(such(as(the(
“war(on(microbes”(declared(by(Pasteur(and(his(acolytes((Latour,(1988),(particularly(in(
the(case(of(smocks(or(coats(that,(as(in(Argentina,(France,(Italy,(or(Spain,(echoed(the(
medical(model.(In(all(cases,(the(uniforms(successfully(distinguished(the(school(
population(and(presented(the(identity(of(the(school(to(the(community.((
(
However,(this(focus(on(the(violence(and(the(disciplining(of(the(body,(which(aligned(the(
uniforms(to(particular(power(régimes((politicalPmedicalPmilitary),(made(my(argument(
too(consistent.(I(started(to(be(more(interested(in(the(details(that(showed(dissonance,(
disorder,(ambivalence.(What(stories(did(uniforms(tell(us,(and(how(to(read(them(
through(their(fabric,(their(style,(their(aesthetics,(their(physical(existence(in(going(back(
and(forth(from(homes(to(schools(everyday(–they(themselves(becoming(‘traveling(
objects’?(For(example,(how(to(understand(that(smocks(had(been(blue,(grey(or(white(in(
different(countries?(Did(these(different(colors(make(a(difference(in(how(they(
functioned(in(schools,(or(in(the(larger(society?(How(come(some(public(school(systems(
such(as(the(Australian(privilege(private(school(attire?(How(was(it(that(uniforms(in(
Argentina(were(manufactured,(standardized(pieces(of(clothing,(thrown(as(early(as(the(
1920s(into(the(circuits(of(mass(production(and(consumption,(and(in(other(countries,(
like(France,(they(were(preserved(as(familyPmade,(always(distinct(pieces(of(clothing(
which(showed(fabrics,(family(styles,(personal(tastes(until(the(1960s?((
(
(
School(memories(as(research(strategies(
(
These(minute(details(started(to(seem(to(be(important,(and(here(memories(became(
again(useful(for(bringing(back(specific(details.(Not(totally(confident(on(my(own,(I(
looked(at(literary(novels(about(schooling(and(school(memoirs(to(analyze(what(they(
said(about(uniforms.(A(fine(example(of(these(is(the(work(done(by(the(Argentinean(
writer(Martin(Kohan,(who(went(to(school(during(the(same(years(I(did,(and(who(
fictionalized(his(experiences(in(School(for(Patriots((2012)3.(The(novel(is(written(from(
the(point(of(view(of(a(school(prefect(or(constable,(a(choice(that(intended(to(show(the(
grey,(bureaucratic,(unPheroic(working(of(disciplinary(power(in(a(Foucaultian(fashion.(
This(school(prefect(is(trained(to(pay(attention(to(how(girls(and(boys(deport(in(schools(
and(in(the(surrounding(streets,(and(has(to(keep(an(attentive(gaze(on(whether,(on(their(
way(in(or(out(of(school,(“the(boys(are(wearing(their(blue(ties(askew,(or(have(the(top(
button(of(their(shirt(undone,(whether(the(girls(no(longer(have(their(hair(in(a(hairband,(
or(are(no(longer(fastening(their(blue(blouses(with(the(regulation(twin(blue(ribbons”(
(Kohan,(2012,(p.(18).((
(
The(recurrence(of(the(blue(reminded(me(that(as(students(we(were(asked(to(use(blue(
socks.(These(socks(could(not(be(tennis,(cotton(socks,(but(they(had(to(be(nylon(ones.(I(
still(reckon(with(the(rationale(for(this(kind(of(regulation(of(nylon(against(cotton;(other(
rules,(such(as(not(wearing(make(up,(are(more(clearly(legible(and(have(a(long(and(wellP
studied(tradition(in(moral(regulation((Peiss,(1998;(Hunt,(1999).(Nylon(might(have(
been(a(little(more(expensive(at(that(time(than(cotton,(but(not(significantly(enough(so(
as(to(mark(a(class(difference(and(exclude(some(people(–and(this,(at(any(rate,(would(
have(been(a(very(subtle(move(in(a(régime(that(did(not(hesitate(to(expel(poor(people(
from(their(urban(informal(dwellings(and(literally(bused(them(off(to(the(outskirts(of(the(
city.(Probably(nylon(stayed(put(at(the(right(level(of(the(calf,(whereas(cotton(might(fall(
and(leave(limbs(nude,(but(this(is(speculative(thinking.(Less(anecdotally,(the(example(of(
the(blue(nylon(socks(makes(me(wonder:(How(to(understand(school(rules?(To(what(
minutiae(should(researchers(pay(attention?(Through(my(work(on(uniforms,(I(could(see(
that(rules(and(regulations(in(schools(resemble(a(heterogeneous(heap((Latour,(2005)(of(
norms(and(practices,(and(are(not(a(consistent(grid(of(rational(impositions.(
(
School(memories(also(helped(to(trace(continuities(and(discontinuities(in(the(
experience(with(uniforms,(and(made(me(reflect(on(the(question(of(periodization,(a(
central(issue(for(historians.(Were(uniforms(closely(related(to(political(régimes,(or(
these(were(irrelevant(in(their(enforcement?(In(my(own(biography,(while(I(went(to(

((((((((((((((((((((((((((((((((((((((((((((((((((((((((
3
The original title of the book, published in Spanish in 2007, is Ciencias Morales, moral sciences, which
plays with the (in)moral régime of the dictatorship, but also with one of the early names of the school he
describes, Colegio de Ciencias Morales (called as such between 1823 and 1830, currently Colegio Nacional
de Buenos Aires).
school(before(and(during(the(last(military(dictatorship(in(Argentina((1976P1983),(the(
differences(between(the(democratic(governments(and(the(dictatorship(regarding(this(
school(policy(were(more(of(grade(than(substantive,(of(quantity(rather(than(quality.((I(
remember(that,(from(my(very(first(days(in(school(in(1972,(I(was(obliged(to(don(my(
guardapolvo(without(any(flaw,(spotless,(impeccable,(and(this(was(achieved(through(
daily(inspection(of(the(white(surface.(The(morning(routine(included(standing(in(rows(
in(the(schoolyard(and(being(subjected(to(the(principal(and(the(teachers’(gaze(to(see(
whether(the(smock(was(in(appropriate(shape(to(begin(the(school(day.(This(medicalP
military(inspection(did(not(start(with(the(dictatorship(but(was(there(before.(This(
continuity(despite(such(divergent(political(regimes((also(described(by(Mariño(&(
Pineau,(2006)(raises(other(relevant(questions:(To(what(extent(schools(experience(
changes(when(governments(change?(Why(are(some(areas(more(sensitive,(or(less(for(
that(matter,(than(others?(
(
Yet(I(would(not(like(to(point(only(to(the(continuities:(there(were(visible(and(obvious(
disruptions(during(the(dictatorship.(Quite(obviously,(after(the(military(coup(d’état(in(
March(1976,(uniform(policies(became(much(more(strict,(and(transgressions(more(
dangerous.(My(sister,(who(is(a(bit(older,(still(lived(some(of(the(‘70s(liberties(in(her(
schooling(and(got(to(use(denim(in(her(secondary(school;(after(the(coup(d’état(denim(
was(prohibited,(but(her(classmates(performed(a(public(protest(in(September(of(that(
year(and(appeared(all(dressed(in(denim(one(morning.4(Obviously,(they(did(not(win,(but(
what(is(interesting(is(that(denim(entered(a(particular(set(of(objects(and(practices(that(
were(to(be(strictly(policed(and(subjected(to(surveillance.((
(
These(experiences(probably(explain(why(I(hated(uniforms(so(passionately,(as(they(
were(clearly(aligned(with(many(of(the(repressive(policies(of(the(dictatorship.(Because(
of(this,(many(people(assumed(that(they(would(be(abolished(when(the(military(régime(
was(over;(yet,(they(carried(on,(and(are(still(used(today,(even(if(the(codes(are(more(
relaxed(and(there(are(no(morning(inspections(in(the(schoolyard.(Why(did(they(survive,(
and(even(got(a(new(life(during(the(last(forty(years,(when(there(has(been(a(torrent(of(
democratic(pedagogical(discourses(and(a(relaxation(of(norms?(In(order(to(understand(
this,(I(had(to(acknowledge(that(there(were,(there(are,(different(threads(in(the(uniforms(
as(school(dress(code(that(I(had(to(follow.((
(
(
Régimes(of(appearances(as(a(heterogeneous(heap(
(
In(order(to(analyze(these(diverse(threads,I(started(looking(at(them(less(than(as(a(result(
of(a(single(will(to(govern((Rose,(1999),(and(more(in(terms(of(an(assemblage,(a(
heterogeneous(set(or(scaffolding(of(discourses(that(supports(uniforms.(I(built(on(the(
works(of(the(historians(of(clothing(Phillippe(Perrot(and(Daniel(Roche(as(well(as(on(
((((((((((((((((((((((((((((((((((((((((((((((((((((((((
4
This act, which seems trivial, took enormous courage at that time, when people were persecuted and killed
for any kind of protest, even for teaching Modern Mathematics or Latin American literature –both were
deemed to be subversive knowledge in itself. Memory can also bring some justice to these petty
misdemeanors and acts of solidarity in everyday life, and illuminate other webs of knowledge and action that
take other routes than formally organized political protest.
Michel(Foucault(to(speak(of(“régimes(of(appearances”(Psystem(of(codes(that(regulate(
the(way(people(present(themselves(and(which(combines(aesthetics,(hygiene,(fashion,(
and(propriety(and(moral(values((Perrot,(1994,(p.(20).5(These(régimes(can(be(more(or(
less(restrictive,(and(are(protected(by(a(set(of(sanctions,(laws(or(norms(that(have(“a(
certain(degree(of(stability(or(persistance((...)(such(that(the(linkages(between(its(
elements(become(familiar(and(taken(for(granted”((Hunt(2000,(p.1,(speaking(about(
régimes(of(government).(For(example,(sumptuary(laws(and(vestimentary(ordinances(
were(common(in(medieval(Europe,(and(codified(textiles(and(styles(in(order(to(produce(
and(maintain(social(distinctions((Hunt(1996).(In(contemporary(societies,(on(the(other(
hand,(dress(codes(are(enforced(through(other(mechanisms:(consumption,(publicity,(
health(discourses,(among(others.(This(régime(presents(itself(as(a(free(system,(but(in(
fact(the(liberty(that(people(enjoy(to(make(their(choices(are(regulated(through(complex(
mechanisms(that(include(consumption(patterns(and(perceptions(of(the(self(among(
others.((
(
The(notion(of(“régime(of(appearances”,(on(the(other(hand,(allowed(me(to(consider(the(
multiple(discourses(and(strategies(that(inform(the(regulation(of(bodies(through(
clothes.(I(followed(Alan(Hunt((1999)(and(Mariana(Valverde((1998)’s(studies(of(moral(
regulation(as(combining(different(“repertoires”(and(kinds(of(knowledge,(that(
conceived(it(as(“the(outcome(of(a(complex(of(elements(of(governmental(discourses,(
rationalities(and(practices”((Hunt,(2000,(p.1).((Hunt(argues(in(favor(of(speaking(of(this(
multiplicity(in(terms(of(“hybridity”(because(it(makes(it(possible(“to(explore(the(specific(
forms(of(these(combinatory(elements(and(to(examine(the(ways(they(may(reinforce(
each(other(or,(alternatively,(set(of(tensions”((p.(1).(The(notion(of(hybridity,(already(
present(in(Latin(American(cultural(studies((García(Canclini,(1990),(was(useful(to(show(
how(uniforms(combined(different(discourses,(which(could(even(be(contradictory(or(
inconsistent(with(each(other,(but(together(held(together(a(particular(régime.(
(
However,(this(movement(put(hybridity(in(the(multiple(dynamics(that(crisscrossed(the(
object,(but(uniforms(were(either(vacant(signifiers(or(fixed(objects:(the(movement(was(
outside.(Reading(studies(of(material(culture,(of(fashion(and(clothing,(and(also(of(visual(
culture,(there(was(yet(another(move(to(be(made,(a(move(that(would(put(the(objects(
themselves(in(movement,(and(that(came(in,(for(me,(some(years(later.(The(work(done(
by(historians(of(science(on(scientific(objects(and(knowledge(practices((Peter(Galison,(
Lorraine(Daston),(by(material(culture(anthropologists(on(stuff(and(materials((Daniel(
Miller,(Tim(Ingold),(and(by(actorPnetworkPtheorists(on(objects(and(networks((Bruno(
Latour,(John(Law),(helped(me(to(rethink(things(and(objects(not(as(signs(that(stand(for(
persons(or(real(things,(not(as(beings(alreadyPdefined,(but(as(‘becomings’,(and(as(equal(
partners(in(networks(of(actors.(These(theories(do(not(necessarily(match((for(example,(
Miller,(Ingold(and(Latour(have(profound(ontological(differences(on(the(symmetry(of(
humans(and(nonPhumans,(on(the(role(of(meaning,(and(on(the(consideration(of(
networks(or(meshworks)(but(together(they(point(in(a(similar(direction,(which(is(to(pay(
((((((((((((((((((((((((((((((((((((((((((((((((((((((((
5Philippe( Perrot( speaks( of( “systems( of( appearances”( and( Daniel( Roche( of( “culture( of( appearances”.( I(
treat(appearances(as(a(discourse(and(thus(construct(the(notion(of(“régime(of(appearances”,(borrowing(
Foucault’s(conceptualization(of(“discursive(régimes”.((
attention(to(the(“decisions(about(‘what(matters’,(specificities,(local(contexts(and(global(
significance”,(travels,(transformations,(adaptations,(involved(in(and(through(material(
culture((Lawn(&(Grosvenor,(2005,(p.(10).(
(
The(fact(that(objects(are(partners(in(a(network(does(not(imply(animating(the(
inanimate,(but(understanding(human(history(as(one(of(‘an(ongoing(process(of(
objectification’((Ingold,(2012,(p.(435).(But(this(process(is(not(sequential,(as(in(first(
there(is(the(person(and(then(there(is(the(object(as(its(mirror.(Things(are(not(material(
on(the(first(place(and(then(become(meaningful;(“matter(constrains(meaning(and(
viceversa”((Daston,(2006,(p.17).(Historical(inquiry(would(have(to(shift(from(being(to(
becoming,(from(taking(for(granted(what(the(material(or(the(visual(is(to(questioning(its(
blurring(boundaries(with(the(immaterial(and(invisible.(The(materiality(of(things(plays(
a(part(in(the(complexity(of(networks;(it(is(not(an(effect(but(it(is(coPconstitutive(of(its(
weaving.(Material(sources,(as(much(as(textual(ones,(are(not(to(be(conceived(as(
complete(stories,(but(as(Carolyn(Steedman(says(of(documents,(“stories(caught(halfway(
through:(the(middle(of(things,(discontinuities”((Steedman,(2002:(45).(
(
I(come(back(to(the(case(of(the(US(school(uniforms;(I(first(read(them(as(univocal(signs(of(
disciplinarian(power(and(of(an(increased(commodification(of(school(life.(But(if(I(look(
again(at(the(different(discourses(that(shape(them,(the(discourses(that(are(mobilized(
and(support(them(in(their(entering(the(network(of(schooling,(uniforms(appear(as(
much(more(than(clearPcut,(alreadyPdefined(artifacts:(they(are(ambivalent,(they(are(
unstable,(and(are(crisscrossed(not(by(a(single(rationale(but(by(many(discourses(and(
strategies,(and(have(a(certain(‘life(of(their(own’,(as(in(the(past(memories(and(meanings(
that(they(evoke(in(their(current(reParticulations(Pto(name(a(few:(individual(freedoms,(
antiPconsumerism,(control(of(school(or(street(violence,(social(distinction.(
(
As(said(before,(my(own(experience(with(school(uniforms(in(the(military(dictatorship(
also(showed(some(ambivalences,(which(I(did(not(always(recognize(at(that(time,(but(
also(because(of(the(theoretical(lenses(I(was(using(at(the(beginning(of(my(research.(
Uniforms(carried(a(history(of(egalitarianism,(of(republican(attire;(and(while(I(knew(
very(well(that(teachers(and(students(made(class(and(moral(distinctions(depending(on(
the(quality(of(the(fabric(or(the(cleanliness(of(the(duster,(the(very(existence(of(the(
uniforms(implied(nonetheless(a(suspension(of(differences,(a(certain(‘as(if’(that(put(
inequalities(somewhat(between(brackets(and(that(allowed(other(possibilities(to(
emerge.(It(was(also(a(significant(relief(from(having(to(choose(my(clothes(every(day,(to(
be(subjected(to(the(criticism(of(peers,(or(to(choose(or(design(my(own(personal(style,(
something(that(has(become(increasingly(pressing(these(days(in(the(demand(to(be(
original(and(creative((Groys,(2010).(Uniforms(are(indeed(a(break(or(a(suspension(of(
these(régimes(of(increasing(individualization(and(personalization(of(clothing,(at(the(
same(time(that(they(constitute(a(surface(on(which/through(which(to(play.(They(
provide(common(ground,(and(common(symbols.(They(are(a(way(of(‘going(public’(and(
‘being(public’,(a(political(act(in(itself,(something(to(which(I(will(come(back(shortly.(
(
There(is(also(another(reflection(to(be(done(about(school(uniforms(and(school(dress(
codes(in(the(dictatorship,(and(it(has(to(do(with(the(prohibition(of(denim.(Thinking(
about(the(quality(of(objects,(it(is(indeed(remarkable(that(denim(was(turned(into(a(
subversive(sign,(overturning(its(condition(of(being(simultaneously(a(ubiquitous(textile((
and(also(a(highly(personal(garment,(one(of(the(most(commodified(pieces(of(clothing(in(
the(global(world((Miller(and(Woodward,(2007,(p.(341).(Again,(thinking(historically(
through(or(with(objects(allows(to(understand(them(not(as(selfPcontained(and(fixed(
things,(but(look(at(the(ways(in(which(they(become(social(artifacts,(always(related(to(
the(fluxes(and(movements(that(make(them(what(they(are((Ingold,(2012,(p.(431).((
(
In(these(movements(and(fluxes,(they(are(inscribed(in(networks,(and(on(this(I(value(
highly(the(work(done(by(Latour(and(other(ANT(theorists.(Latour(claims(that(
“whenever(you(wish(to(define(an(entity((an(agent,(an(actant,(an(actor)(you(have(to(
deploy(its(attributes,(that(is,(its(network”((Latour,(2010,(p.(4).(As(with(the(denim(jeans(
in(Argentina’s(schools(in(the(dictatorship,(one(cannot(answer(what(something(is(
without(looking(at(the(network(in(which(it(is(inscribed,(the(set(of(relations(that(defines(
its(attributes.(ANT(theory(is(concerned(with(the(connections,(the(associations,(the(
translations(and(transformations(between(actors.(And(these(connections,(and(their(
extension,(have(to(be(traced(empirically,(in(a(way(that(acknowledges(that(these(
assemblages(are(always(provisional(and(require(a(great(amount(of(work(to(be(held(
together.(
(
The(question,(then,(becomes(less(about(what(uniforms(are,(but(in(which(discursive(
networks,(through(which(connectors(or(forces,(they(have(come(to(be(what(they(are.(
And(‘what(they(are’(cannot(be(defined(from(outside(this(web(of(artifacts(and(people(
that(produce(social(life.(Thinking(about(them(historically(and(comparatively,(and(
trying(to(understand(the(continuity(of(this(type(of(school(dress(code,(this(particular(
regulation(of(attire,(I(believe(that(a(thread(to(follow(is(the(role(of(the(uniform(in(
organizing(particular(relationships(between(the(‘inside’(and(the(‘outside’(of(schooling,(
and(looking(at(how(these(relationships(change–how(fast,(how(slow,(how(unevenly.(
The(use(of(uniforms(marks(a(ritual(of(passage(or(initiation,(a(sense(of(belonging(to(a(
larger(community:(the(very(first(day(of(schooling(is(clearly(epitomized(in(this(
legitimate(use(of(the(uniform(and(celebrated(by(most(families.(Wearing(it(is(valued(by(
many(as(a(sign(of(pride,(something(I(could(remember(quite(vividly(from(my(own(
memories(but(that(is(also(pointed(out(by(others((see(Kuhn,(2002,(p.(109).(Being(
clothes(objects(or(artifacts(that(move(across(boundaries(and(sometimes(even(mark(
these(transitions,(they(seem(a(privileged(point(of(entry(to(think(about(these(crossings(
and(customs,(about(the(alignment(or(conflict(between(home(and(school,(between(
domestic(and(public(affiliations,(between(family(and(nation((Kuhn,(2002).(This(is(
where(a(comparative(history(of(uniforms(and(of(other(school(objects(becomes(
valuable,(highlighting(specificities(and(differences.(
(
(
Uniforms(as(images:(an(approach(to(the(visual(production(of(schooling(and(its(
temporalities(
(
What(about(images?(Uniforms(have,(quite(obviously,(a(visual(character:(they(tell(the(
code(through(particular(visual(traits((colors,(styles,(shapes).(But(in(my(research,(they(
also(become(available(through(images,(most(of(all(through(photos(taken(in(school(
scenes.(In(that(respect,(it(is(useful(to(recall(that(W.T.J.(Mitchell,(one(of(the(leading(
figures(in(the(visual(or(pictorial(turn,(differentiates(between(“image”(–as(any(visual(
representation,(including(acts(of(imaginationP(and(“picture”(–which(has(a(material(
qualityP((Mitchell,(1994).(Images(as(material(objects(are(indeed(artifacts(that(have(a(
material(life.(As(objects,(again,(they(cannot(be(considered(as(sequential(or(external(to(
meanings(but(are(interconnected(iconic(signs(that(are(enmeshed(in(the(production(of(
space,(epistemologies,(and(subjectivities.(They(are(objects,(then,(with(an(iconic(quality,(
with(a(particular(language(and(also(a(particular(history(that(makes(us(relate(to(them.(I(
follow(Mitchell’s(position(that,(“a(dialectical(concept(of(visual(culture(cannot(rest(
content(with(a(definition(of(its(object(as(the(social(construction(of(the(visual(field,(but(
must(insist(on(exploring(the(chiastic(reversal(of(this(proposition,(the(visual(
construction(of(the(social(field.”((Mitchell,(2002,(p.(171).(In(the(case(of(uniforms,(this(
implies(that(for(researchers(it(is(thus(not(just(a(matter(of(looking(at(how(the(social,(or(
the(political,(has(been(projected(in(particular(imagesPpictures,(but(also(at(how(it(has(
been(visually(produced,(through(which(“visualities,(apparatuses,(institutions,(
discourses,(bodies,(figuralities”((Mitchell,(1994,(p.(16).((
(
This(is,(indeed,(a(thread(that(was(invisible(in(my(first(approach(to(the(study(of(school(
uniforms:(the(extent(to(which(the(visual(archive(itself,(its(boundaries(but(also(its(
materials,(determined(what(could(be(seen,(and(then(interpreted.(I(took(pictures(at(face(
value,(intrigued(by(the(lack(of(context(or(words(that(accompanied(the(image.(For(
example,(there(was(a(picture(I(found(in(Argentina’s(National(Archives(that(showed(
three(indigenous(children(in(smocks(or(dusters(looking(to(the(left,(standing(up(and(
apparently(saluting(the(flag,(not(visible(in(the(picture.(The(photo(was(undated,(but(
from(other(clues(–styles(of(the(dusters,(and(the(years(in(which(schools(were(created(in(
the(northern(or(southern(territoriesP(it(seemed(like(it(was(taken(in(the(1930s(or(
1940s.(But(besides(trying(to(speculate(on(its(referential(content,(I(failed(to(see(that(the(
photo(was(already(directing(me(towards(some(questions(and(not(to(others.(
Photography(brought(about(the(mimetic(promise(to(depict(nature(and(reality(
objectively,(mechanically((Berger,(1995;(Daston(and(Galison,(2007).(In(my(early(view(
of(old(school(photos,(pictures(were(there;(I(was(not(fully(aware(that(they(had(been(
produced,(and(preserved,(and(that(these(stories(also(mattered(for(the(history(of(school(
uniforms,(because(they(led(me(to(interrogate(the(visual(régime(in(which(uniforms(
emerged.((
(
As(said(before,(uniforms(are(not(only(depicted(in(pictorial(objects(but(have(a(visual(
quality(of(their(own,(and(have(all(to(do(with(producing(particular(visualities.(Uniforms(
make(visible(traits(of(decorum(and(discipline,(and(some(of(my(early(interpretations(
paid(attention(to(them.(For(example(their(whiteness(constituted(a(surface(that(made(it(
economic(to(perform(massive(and(efficient(surveillance((the(morning(inspection(in(the(
schoolyard).(Uniforms(were(fully(in(line(with(the(type(of(visibility(that(disciplinary(
power(required:(obscure(at(the(top,(more(evident(at(the(bottom.(But(they(made(visible(
other(pedagogical(processes,(as(stressed(by(Jan(Nespor((2006),(and(were(part(of(the(
many(ways(in(which(modern(school(was(produced(as(a(visual(space.(Their(visibility(
also(connects(them(to(the(production(of(political(subjects.(As(philosopher(Etienne(
Tassin(says,(discussing(Hannah(Arendt,(“there(is(no(politics(but(of(appearance,(and(
that(is(its(noblesse.(…(Politics(is(always(on(the(side(of(that(which(presents(itself”(
(Tassin,(in(DidiPHuberman,(2014,(p.(24).6(The(production(of(a(republican(“us”,(
plebeian,(homogeneous,(has(as(one(of(its(surfaces(of(inscription(the(guardapolvo,(
duster(or(smock.(In(that(respect,(“going(public”(also(needs(to(be(a(visual(act,(an(act(of(
appearance(that(involves(the(production(of(particular(visualities.(Being(seen(in(the(
uniform,(then,(is(part(of(becoming(somebody(else,(becoming(part(of(another(
community,(being(someone(different(that(the(child(at(their(home.((
(
The(consideration(of(the(materiality,(or(the(thingness(of(the(picture,(can(also(be(
helpful(to(review(the(materiality(of(the(pictures(that(constituted(my(corpus.(Thinking(
about(my(own(school(memories,(I(looked(for(pictures(of(myself(as(a(schoolgirl,(and(
found(some(with(the(white,(cardboard(framing,(that(are(characteristic(of(school(
albums.(The(album(in(itself(is(a(significant(artefact,(that(overwrites(the(photo(itself;(it(
constitutes(a(dispositif(that(orders(and(hierarchizes(the(pictures(that(are(produced(in(
schools.(It(is,(in(itself,(a(memory(object,(an(artifact(for(memorializing(schooling.(
(
Ian(Grosvenor(has(studied(school(albums,(and(his(work(is(very(significant(for(the(
analysis(of(my(own(pictures.(Grosvenor’s(work(analyzes(the(conditions(of(production(
and(circulation(of(school(photographs(in(a(school(album,(and(pays(attention(to(styles(
and(genres(of(pictures,(its(uses(and(“lives”(as(they(go(from(daily(life(to(an(album,(and(
to(contemporary(researchers.(He(says(that:(
(
“Over(its(material(existence([a(photograph](accumulates(and(accrues(different(
meanings(as(it(enters(into(relationships(with(new(contexts(and(audiences.(As(a(
consequence,(there(is(a(need(to(«examine(the(life(of(an(image»((or(as(Elizabeth(
Edwards(terms(it,(the(social(biography(of(an(image)(to(consider(its(circulation(
and(its(currency(«as(it(moves(through(time(and(space(from(context(to(context».(
(Grosvenor,(2010:155).(
(
Pictures,(then,(are(complex(objects(that(continue(to(gain(new(meanings(in(their(
circulation(and(use.(They(are(not(“bounded”(objects(whose(truth(is(out(there(to(be(
reached(by(perfected(methodologies.(Grosvenor(reminds(the(researcher(of(the(
problematic(legibility(of(any(image,(and(picks(up(the(question(of((why(some(particular(
images(have(survived(to(reach(the(present(as(part(of(our(historical(inquiry.(To(
question(the(visual(evidence(means(also(considering(how(and(when,(in(which(régime(
of(the(visible,(it(has(come(to(be(considered(as(a(source.(So(pictures(are(not(transparent(
but(opaque(sources,(which(do(not(resolve(historical(puzzles(but(pose(new(problems(to(
historians((Grosvenor(&(Lawn,(2005,(p.(107).(
(
My(final(comment(on(how(the(visual(turn(helps(rethink(previous(writings(about(
uniforms(as(objects(and(images(is(about(their(temporality.(For(traditional(historians,(
the(problem(is(solved(when(the(picture(is(dated,(with(the(historicist(assumption(that(
((((((((((((((((((((((((((((((((((((((((((((((((((((((((
6(My translation from the French: “Il n’y a de politique que d’apparence, là est sa noblesse. …la politique est
toujours du côté de ce qui se présente […] ».(
any(object(or(sign(can(be(fully(explained(by(its(time.(But,(important(as(it(is(to(gain(as(
much(knowledge(of(the(social(biography(of(the(image,(as(it(has(just(been(said,(I(would(
like(to(claim(that(this(knowledge(does(not(end(with(the(date(of(production(of(a(given(
picture.(As(the(art(historian(Georges(DidiPHuberman(says,(any(image(is(an(object(that(
is(“temporally(impure,(complex,(overdetermined”((DidiPHuberman,(2006,(p.(26),(
because(it(is(inscribed(in(a(visual(history(that(cannot(be(reduced(to(its(immediate(
context.(As(such,(it(carries(a(sense(of(anachronism(that(is(disturbing,(even(condemned(
by(mainstream(historiography(as(the(worst(evil(of(professional(history.((
(
But(“the(case(against(anachronism”(might(need(to(be(reopened.(“Anachronism”(is(for(
this(art(historian(a(way(of(naming(the(exuberance(and(the(complexity(of(images,(and(of(
making(justice(to(their(heterogeneity((DidiPHuberman,(2006,(p.18).(Some(images(
might(be(simpler(and(less(dense,(but(the(ones(that(persist(are(generally(those(that(
carry(with(them(the(“rhythmic(game”(of(the(acceleration(of(time(and(of(islands(of(
immobility,(in(sum,(those(that(startle(the(viewer(because(of(their(capacity(to(go(
beyond(any(static(notion(of(temporality((idem,(p.(42P46).(
(
With(these(ideas(about(the(heterogeneous(temporalities(of(images,(I(can(revisit(again(
the(continuities(and(discontinuities(of(uniforms(and(dress(codes,(which(left(me(
startled(on(the(first(place.(If(one(thinks(of(images(and(objects(as(temporally(impure,(
then(which(is(the(temporality(of(these(dress(codes(in(schools?(Do(they(have(their(own(
historicity,(as(many(other(technologies(and(devices(as(blackboards,(exercise(books,(
architecture(or(furniture,(which(cannot(be(reduced(to(external(circumstances(or(
mandates?(And(thinking(of(uniforms(as(iconic(signs,(as(visual(objects,(how(are(they(
‘temporally(impure’,(juxtaposing(different(times(–the(biographical,(the(political,(the(
technological,(the(pedagogical?(How(do(they(work(in(particular(junctures?(Which(
rhythmic(games(of(acceleration(and(immobility(of(time(do(they(play?(In(opening(these(
questions(about(the(persistence(and(change(of(uniforms,(about(their(heterogeneous(
temporality,(I(am(arguing(against(the(historicist(reduction(of(images(and(objects(to(
surfaces(in(which(“the(past”((conceived(as(a(singular(time)(is(inscribed,(and(for(an(
approach(to(images(and(objects(that(address(the(complexity(of(the(temporalities(in(
which(they(emerged(and(through(which(they(circulate(and(come(to(us.((
(
(
Final(remarks(
(
Trying(to(summarize(the(trajectory(that(was(sketched(in(this(writing,(I(would(say(that(
I(have(tried(to(position(myself(within(a(changing(field(of(practices(of(research.(This(
positioning(has(to(do(with(some(sort(of(implicated(reading(that(wants(to(avoid(the(
trap(of(‘individualismPatPlarge’(of(contemporary(times,(but(still(does(not(want(to(give(
up(on(affect(and(memory(as(a(route(for(knowledge,(as(Annette(Kuhn((2002)(suggests.(
But(distancing(myself(from(Kuhn,(I(would(say(that(this(implication(is(not(only,(and(
perhaps(not(mainly,(to(be(understood(psychologically;(I’d(rather(think(of(it(as(a(locus(
of(knowledge(and(as(practices(of(seeing,(thinking(and(feeling((being(affected)(that(
have(been(historically(shaped,(and(that(cross(ourselves(and(pierce(our(memories,(our(
words,(our(images(and(objects.(Coming(back(to(my(introduction,(I(would(like(to(stress(
that(the(interrogation(of(these(movements(might(allow(us(to(move(one(step(further(
than(the(adoption(of(the(latest(fad(or(fashion(available(in(the(form(of(‘turns’,(and(
instead(try(to(think(through(them(and(with(them(as,(and(only(if,(they(speak(to(our(
research.((
(
(
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