Juxtaposing William and Graciela: Exploring gender nonconformity through drama‐based pedagogy in a dual‐language classroom

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, ; Dawson & Lee, ) 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.

Queer allyship in TESOL: We need to ACTS now!

“…Examples of cisgenderism could be found in representation in children's literature where cisgender identities are preferred, valued, and accepted while teachers are hesitant to make curricular changes due to institutional, social, and internal influences (Meyer, 2008). However, a recent case study (Caldas, 2018) has explored how to incorporate gender nonconformity through drama‐based pedagogy in dual‐language classrooms where second‐grade children were reported to demonstrate positivity and powerful allyship. When heteronormative assumptions and cisgenderism are not questioned and challenged in the classroom, those who do not belong to the norms, such as LGBTQ+, will continue facing (hetero)sexual harassment, homophobic harassment, transphobic remarks, and other discriminatory actions (Caldas, 2018; Meyer, 2008; Trevor Project, n.d.).…”

“…However, a recent case study (Caldas, 2018) has explored how to incorporate gender nonconformity through drama‐based pedagogy in dual‐language classrooms where second‐grade children were reported to demonstrate positivity and powerful allyship. When heteronormative assumptions and cisgenderism are not questioned and challenged in the classroom, those who do not belong to the norms, such as LGBTQ+, will continue facing (hetero)sexual harassment, homophobic harassment, transphobic remarks, and other discriminatory actions (Caldas, 2018; Meyer, 2008; Trevor Project, n.d.).…”

“…For those who are in contexts in which one cannot speak about LGBTQIA+ issues, I would suggest creating a space of trust to co‐interrogate the heteronormativity and trouble intersectionality to promote allyship, activism, and anti‐oppressive pedagogy in the classroom (Blackburn & Smith, 2010; Crenshaw, 1991; Kumashiro, 2002). For example, expanding on role‐play research (Blackburn & Smith, 2010; Caldas, 2018), both teachers and students might want to switch the normalcy of gender roles in literature or in the conversations in textbooks.…”

Applied theatre with students with refugee backgrounds: Pedagogical considerations for TESOL settings

“…Trinh (2022) describes the importance of recognizing queer experiences for all students, and especially for queer students with limited or interrupted formal education, so that school does not become a location of further marginalization and exclusion. Additionally, Caldas (2018) found that drama‐based practices can provide language learners with opportunities to challenge traditional gender roles through portraying gender‐nonconforming characters. By requiring students to select a woman from history, the assignment—and school environment more broadly—assumed all students shared this gender identity, and it did not provide opportunities for students to perform as historical figures who might challenge gender binaries.…”