Edited By Elizabeth J. Meyer and Dennis Carlson
30. Challenging Gendered Practices Through Drama
Challenging Gendered Practices Through Drama
This chapter interrogates how we might adopt and inspire a more gender-equitable consciousness in our practices as educators. Referring to empirical ethnographic fieldwork, this chapter theorizes the potential of the drama workshop as a practical professional-development tool through which to raise awareness of, deconstruct, and disrupt dominant, patriarchal, gender-oppressive, and inequitable ideologies and norms that manifest in educators’ classrooms and other practices, particularly in regard to the embodiment of femininity and masculinity.
In the context of this chapter, where I refer to gender, I refer to socially constructed aspects of femininity and masculinity by which an action is performed, and not to biological sex. While gender categories of masculine and feminine may be dependent on culture, setting, and time, and as such are difficult to define (Butler, 2004), I feel compelled to use these terms in order to draw attention to predominantly unproblematized social tendencies to align masculinities to bodies that are recognized as being male and femininities to bodies that are recognized as being female (Francis, 2010).
My definitions of the descriptors for the contexts of this chapter are as follows:
Feminine: gentle, graceful, delicate, soft, pliant.
Masculine: strong, forceful, powerful, unyielding.
It is problematic to assume that males or females think, learn, and/or perform in masculine or feminine ways simply as a result of being male or female (see Lingard, Martino, & Mills,...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.