Tara Goldstein introduced a teaching approach
where, using empirical data, she designed an ethnographic play script that deals
with homophobic education (Goldstein, 2010). Her students are teachers who,
through their reading of the play, are able to examine the attitudes that
educators have toward attempts aimed at the reduction of homophobia in school
systems (Goldstein, 2010). The “performed ethnography” introduced by
Goldstein is an example of critical pedagogy at work because the content helps
students examine to examine the issues of domination and challenge the
conditions of oppression. It promotes the freedom of oppressed groups and
argues for their right to have an input. The exercise of “performed
ethnography” is interactive with students, encouraging critical thinking and
expression of individual knowledge and feelings.
The exercise of using an interactive play to
encourage students to become critically conscious while performing, and still
going beneath the surface meaning of the words, which exemplifies the critical
pedagogy approach to education. The interactive format of the play and the
following discussion is a space where mutual learning occurs: the students
learn from the teacher and the material, and the teacher learns from the
student’s feedback, which is then incorporated into revisions of the material. This
exchange of information, personal values, and experiences contributes to the
students being an active participant in their learning experience, and feeling
valued and encouraged by their teachers on an equal level.
The content of the play, examining the
attitudes toward anti-homophobic efforts in the school system, allows students
to examine the different backgrounds, beliefs, and attitudes that students and
teachers bring towards a topic. The exercise also allows students to examine
how these attitudes influence the “approved knowledge” that is permitted within
the school system. For example, within the play, the principal allows board
approved presentation on issues surrounding homophobia, but not a safe sex
presentation on homosexual relationships, because she is afraid of how this
presentation will be received and does not want it badly reflecting on her
abilities. It also clearly demonstrates how some “lifestyles” and beliefs are
encouraged such as church choir performances, yet drag contests were not
permitted. Joe Kincheloe (2007) stated that in a critical pedagogical approach
to education, teachers must become “warrior intellectuals”, who know their
students, respect their backgrounds, and are willing to fight for them. In the play, students in the Gay Straight
Alliance are hoping to put on a PRIDE event in order to decrease homophobia
within their school and promote respect for others. These efforts were
supported by various teaching staff that fought for these students and their
right to educate their peers and defend themselves against the negative words
and actions of others. By examining the topic of homophobia in the school
system, it allows the teachers to see that change is necessary in order to help
students be able to help themselves and embrace their differences.
The subject matter of Goldstein’s
performed ethnography involving the oppression of gay students in the school system
is a perfect example of why a critical pedagogy approach to education is needed
and how beneficial this approach would be to students and teachers alike.
Exercises in the classroom such as performed ethnography, allow students to
contribute their own experiences and ideas to their learning process in order
to understand the underlying meaning of what they are learning, and the powers
that determine what they are learning. Both the content and the interactive
exercise of Goldstein’s performed ethnographic approach to the subject of
oppression, make her approach to teaching an example of critical pedagogy at
work.
References
Kincheloe, Joe L. (2007).
Critical Pedagogy in the Twenty-First Century: Evolution for
Survival. In Peter McLaren & Joe L.
Kincheloe (Eds.), Critical Pedagogy: Where Are We Now? (pp. 9-42). New York: Peter Lang.
Goldstein, T. (2010). Snakes and Ladders: A Performed
Ethnography. International Journal of Curriculum and Pedagogy 3(1):
68-113.
I like how you used the term "underlying meaning" in relation to this play. Digging at underlying meanings is something incredibly important when dealing with oppression and homophobia. In order to raise awareness of these sorts of topics students need to dig deeper - far below the surface - and understand and feel these underlying meanings and emotions. I feel like this play, when performed in class would surpass the surface feelings and really tackle the deep down emotions related to homophobia in schools. The play allows students to really experience feelings by acting out the characters and having to express what is being displayed instead of just view it. I think this was indeed a great critical pedagogy at work and many classrooms could benefit from similar exploratory endeavors. Great assessment!
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