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

• In Event: Identity Development in Bilingual and Dual-Language Settings

Abstract

Using 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 understanding of gender roles in a dual language classroom. This practitioner inquiry shows students’ responses to the disruption of traditional gender roles portrayed in those books while rehearsing creative alternatives to resolve the main characters’ dilemmas. Findings show that drama-based pedagogy (Dawson & Lee, 2018; Boal, 2000) provided a safe space for students to rehearse their views and use their linguistic repertoires. Conversations around gender that unsettle the reproduction of fixed notions of gender are needed in the classroom to alleviate the impact of gender stereotypes and help children question systems that sustain gender exclusion.

Author

• Blanca Gabriela Caldas Chumbes, University of Minnesota - Twin Cities