102081-ADOLESCENT DEVELOPMENT AND

TEACHING
GROUP REPORT

2) The resource our group has designed is a memory/stereotyped based game

which identifies and challenges dominant social constructs and stereotypes

regarding issues of sexuality and gender. The game is constructed to identify issues

of gender and sexuality stereotypes and make conscious the inequalities and power

imbalance within society and the educational environment. The game draws on the

player’s ability to subconsciously identify specific stereotypes in relation to gender

and sexuality. Through the games capacity to make evident the varying social

constructs in relation to gender and sexuality stereotypes, awareness of imbalances

and inequality is determined. Through the games integration of theories of

functionalism, symbolic interaction, post structuralism, project based learning and

critical pedagogy we are able to explore how the inequity is manifested within the

educational system.

3) The game is initially most accurately conducted with the use of a diverse range of

participants. The game consists of four people with four cardboard cut-out shaped

body figures. The participants will be assigned a labelled card. The labels consist of

four categories these are; Female, Male, Gay, and Lesbian. The participants will

then be given a time limit of forty seconds to clothe their figures with the assorted

facial features, hair styles and clothing. When the time is up each participant is

asked to state what their assigned gender/ sexuality was and explain why they chose

to clothe the figures in the distinct style they selected. Through the task we are able
to identify the cause of these stereotypes and where they may still be practiced

(religion, home, culture, school, community, and media).

In order to effectively understand the games intended purpose, knowledge of the

following theories are necessary; functionalism, symbolic interactionalism, post

modernism. The game draws inherently from social justice issues of inequality

caused by as sexuality and gender diversity. Issues of habitus and normalization are

also underlying concepts the game attempts to elucidate. Drawing on theories of …..

Conclusions can be made that students who are of diverse sexual orientation are

often marginalised or penalised based simply on their diversity and are expected to

either conform to dominant social constructs or become isolated inherently effecting

their quality of education. Habitus discourses “the set of dominant social norms,

behaviours, values, traditions, and dispositions to which an individual is socialised

through”. (personal communication, February 25, 2016). Therefore as educators it is

our responsibility to utilize critical pedagogy and “take an active approach to

recognize the relationship between power, knowledge and authority. Educators

should constantly critique and challenge existing power structures such as cultural

capital and socially fabricated superiority in order to strengthen democracy and take

justice against injustice and inequality”. (Personal communication, February 25,

2016) in order to provide all students irrespective of their diversity with quality

education. This is supportive of Carrington and Robinson’s statement that Schools

are “required to recognize, value and provide for diversity” (Carrington, S., &

Robinson, R. 2004). Additionally project based learning should be exercised within

the classroom as it promotes “meaning-focused communication and integrating

different language skills. The roots of project-based learning lie in the early twentieth-

century progressive education reform movement that advocated a pedagogy

emphasizing flexible critical thinking and looked to schools as an important place for

generation of social and political change” (Petersen & Nassaji, 2016, p. 14)

Reference list

Carrington, S., & Robinson, R. (2004). A case study of inclusive school development:

A journey of learning. International Journal of Inclusive Education, 8(2), 141-153.

Keddie, A. (2011). Educating for diversity and social justice. Professional Educator,

10(3), 27-30.

Petersen, C. & Nassaji, H.(2016). Project-Based Learning through the Eyes of Teachers and
Students in Adult ESL Classrooms. The Canadian Modern Language Review / La revue
canadienne des langues vivantes 72(1), 13-39. University of Toronto Press. Retrieved May 5,
2016, from Project MUSE database.