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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/25140

Title: Towards a Future of Equitable Pedagogy and Schooling
Authors: Goldstein, Tara
Keywords: anti-homophobia education, homophobic bullying, coming out, sexual diversity, performed ethnography, alternative ethnography movement, research-informed theatre, arts-based methodologies
Issue Date: Jul-2006
Publisher: Pedagogies: An International Journal
Citation: This is a preprint of an article whose final and definitive form has been published in Pedagogies, 2006, [copyright Taylor & Francis]; Pedagogies is available online at: http://www.informaworld.com/smpp/ DOI: 10.1207/s15544818ped0103_1
Abstract: This essay explores what it takes to work towards a future of equitable pedagogy and schooling through the presentation of a short ethnographic play entitled The Card (2004). The play is one of five critical performed ethnographies I have written to engage pre-service teacher education students in thinking about social justice in education. The essay begins with a discussion of how critical performed ethnography works as an example of “engaged pedagogy”, and the ways in which its form and content can promote anti-oppression teacher education. This discussion is followed by the presentation of the play. The Card tells the story of Roberto Rodriguez, a high school teacher who comes out as a gay man when he tries to help a student being bullied. Embedded in the ethnographic play are the kinds of social practices and beliefs needed to achieve an educational future that recognises social difference and strives for equity. Following the play, a short commentary discusses these practices and beliefs in a more explicit way. The essay concludes with a brief discussion of the questions and issues a recent performance of The Card raised for other teacher educators. This discussion allows me to examine how the play encourages readers, performers, and spectators to both recognise and respond to social difference in ways that will move schools towards a more equitable future.
URI: http://hdl.handle.net/1807/25140
Appears in Collections:Faculty (CTL)

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