Juxtaposing William and Graciela: Exploring Gender Nonconformity through Drama-Based Pedagogy in a Dual-Language Classroom

Autor/in	Caldas, Blanca
Titel	Juxtaposing William and Graciela: Exploring Gender Nonconformity through Drama-Based Pedagogy in a Dual-Language Classroom
Quelle	In: TESOL Journal, 9 (2018) 4, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-7941
DOI	10.1002/tesj.420
Schlagwörter	Drama; Teaching Methods; Bilingual Education; English (Second Language); Second Language Learning; Second Language Instruction; Childrens Literature; Sex Role; Grade 2; Elementary School Students; Student Attitudes; Cultural Pluralism; Creative Teaching; Spanish + Suchen Sie Ihr Suchwort? Schauspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; 'Children''s literature'; Kinderliteratur; Geschlechterrolle; School year 02; 2. Schuljahr; Schuljahr 02; Schülerverhalten; Kulturpluralismus; Creative thinking; Teaching; Kreatives Denken; Unterricht; Spanisch
Abstract	Using multicultural children's books "La Asombrosa Graciela" and "William's Doll" as springboards for discussion surrounding gender roles, this study examines the role of drama-based pedagogy in the developing understanding of gender roles in a second-grade Spanish dual-language classroom. This practitioner inquiry shows students' responses to the disruption of traditional understandings of gender roles and gender nonconformity portrayed in those books as they rehearsed creative alternatives to resolve the main characters' dilemmas. Findings show that drama-based pedagogy (Boal, [Boal, A., 2000]; Dawson & Lee, [Dawson, K., 2018]) provided a safe space for students to both rehearse and concretize their views and use their linguistic repertoires. Conversations around gender and discourses that unsettle the reproduction of fixed notions of gender are urgently needed in the classroom to alleviate the impact of gender stereotypes and potentially help children question systems that sustain gender exclusion. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01