期刊名称：International Journal of Education and the Arts
印刷版ISSN：1529-8094
电子版ISSN：1529-8094
出版年度：2017
卷号：18
期号：18
页码：1-28
出版社：Arizona State University
摘要：This article examines the relationships between the embodiment of dramatic
characters, gender, and identity. It draws on ethnographic data based on
observations and interviews with 24 drama teachers and senior secondary drama
students in Western Australia. We explore how student becomings in year 12 drama
classrooms are mediated and constituted through socially overcoded gender binaries in a dominant neoliberal culture of competitive performativity. We ask the
questions: What constructions of femininity and masculinity are students
embodying from popular dramatic texts in the drama classroom at a critical time in
their social and emotional development? Are these constructions empowering? Or
disempowering? What factors are influencing teachers’ choices of texts for their
predominantly female students? Our research shows that what is delimiting about
this potentiality in a time of identity exploration and formation are the constraining
gender-binary roles available to young women particularly, and the performative
pressures teachers are experiencing.
