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GENDER ROLES AND EQUALITY THROUGH POPULAR ASIAN DRAMA SERIES: CRITICAL INTERPRETATIONS AND PEDAGOGICAL IMPLICATIONS

100%
Hong Ng C., Cheung Y. L.
Pedagogický časopis (Journal of Pedagogy)
|
2022
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vol. 13
|
issue 1
31 – 47
EN
The paper draws on two drama series in Asia and demonstrates that studying issues related to gender roles and equality through popular historical Asian drama series is both challenging and fruitful. The present study not only illustrates the complexity involved in studying gender roles and gender equality, but also suggests several teaching pedagogies. Looking at gender roles and equality from a historical perspective and employing a comparative analysis of the past and present can help students assess whether gender roles and equality have remained the same or evolved in the Asian context. Critical literacy enables the broadening of perspectives when taking into consideration the gender roles adopted by the various characters to survive in the complex world. Critical literacy, pedagogies of affect as well as pedagogies of invitation and transformation can be utilized to examine how performing assigned gender roles can result in favouritism, which may in turn lead to atrocities. The implications of the study may be applicable to contexts outside Asia.
2

IN TRANSITION: SUDANESE STUDENTS’ RESETTLEMENT, PEDAGOGY AND MATERIAL CONDITIONS

86%
Harris A.
Pedagogický časopis (Journal of Pedagogy)
|
2013
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vol. 4
|
issue 1
79 – 97
EN
For Asante our “battle is intense, the struggle we wage for status power is serious and we cannot communicate as equals when our economic position is that of servants” (2008, p. 49), words that resonated with the author throughout her research with Sudanese Australian young women about their educational experiences, as captured in co-created short films. While the work moved between social science and arts-based research the author questioned the basis of her relationship with the co-participants, and the possibility of fluid status positions within educational contexts. This paper interrogates the impossibility within neoliberal secondary school contexts for activist educational research (Giroux, 2005) to be the kind of the ‘interchange’ of which Asante speaks, a source of creative understanding for researchers and co-participants, if it cannot address co-participants’ (and teacher/student) unequal material conditions. In the case presented in this article, materially-influenced communication challenges reflect current curricular and pedagogical tensions, especially for refugee-background students. Where racial, cultural and socio-economic marginalities intersect, pedagogical and curricular possibilities are sometimes foreclosed before students even enter ‘neoliberal’ classrooms.
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