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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/32984

Title: Ana's Shadow Discussion Guide
Authors: Bardwell, Sarah
Cleeve, Jessica
Cowling, Georgia
Glanzberg, Carly
Gullage, Amy
Kauffman, Natalie
Papoff, Sarah
Peek, Sarah
Saifer, Adam
Sparling, Laura
Vavougios, Spiros
Goldstein, Tara
Keywords: transnational adoption
same-sex families
canadian playwright
performed ethnography
Discussion guide
Issue Date: 26-Sep-2012
Abstract: Ana’s Shadow is an ethnographic play in which a mother and her three daughters negotiate the challenges and politics of transnational/transracial adoption in a same-sex family. The script is based on stories, ideas and opinions gathered from written personal narratives by members of adoptive families and from interviews with them. Scholarly and personal narrative accounts of transnational/transracial adoption suggest it is a complex, political and contested practice that raises many questions and issues for adoptive parents and their children. Ana’s Shadow is an example of the tremendous capacity that stories hold to reflect reality while stimulating critical discussions about how power operates within society. The authors of this guide have aimed to provide you, the teacher, with various avenues into some of the themes present in Ana’s Shadow. The purpose of the guide is to assist teachers and their students to explore: differences between charity and social justice; complex questions of community and belonging in a transnational family; and how issues of caregiving in illness and death are taken up in a queer family. The stories contained within Ana’s Shadow pose a multitude of questions to readers and bring to light a variety of issues that contribute to the foundation of an anti-oppression pedagogy in the classroom. We hope that this guide will serve as a springboard for discussions that explore how issues of race, class, ethnicity, gender, sexuality, ability, and colonization intersect in the lives of real people.
Description: The Ana’s Shadow discussion guide is organized by theme. After thoughtful consideration, the authors of the guide settled on a thematic structure concluding that this setup would help facilitate classroom use. We believe there is power in explicitly naming the important issues that are present in the play. However, we recognize that a thematic approach poses challenges to capturing and exploring complex moments that involve more than one theme. We do not wish to give the impression that issues addressed in one theme ever operate one-dimensionally. With this in mind, we hope this guide will support teachers in identifying connections between the play, their own curriculum and the lives of their students.
URI: http://hdl.handle.net/1807/32984
Appears in Collections:Faculty (CTL)

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