{"title":"紧急和危险工作","authors":"S. Tanner","doi":"10.1080/15505170.2021.2003620","DOIUrl":null,"url":null,"abstract":"Recently, Sam was invited to facilitate a social justice theater workshop with high school students. In-person on a Monday morning. A group of thirty people standing together in a circle in an empty black box theater. Yes, they all wore masks. But their bodies were close. And they paid attention to each other. No laptops or cell phones. No pixilated faces in tiny Zoom squares. It was both familiar and strange for Sam to be with these teenagers after the last 2 years. The students worked with Sam for an hour. They used Augusto Boal’s image theater to create frozen scenes that represented something they felt was unjust. One group created a scene that represented a classroom where a teacher was allowing the loudest voices to dominate discussion. Another used an exaggeration of body size to illustrate how power is distributed among people. Students were sophisticated in their analysis of the scenes. Sam was reminded how smart young people can be. The final group assembled their scene with only a few minutes left before the class was over. Two Black teenagers lay face down on the ground with their hands behind their back. They were boys. One girl stood over them and mimed that she were pointing a pistol at the boys. Another girl placed her foot on one of the boy’s backs. Both of these girls were Black. The only white girl in the group stood to the side. She mimed that she was holding a phone. Taking a selfie with the violent image in the background. Silence fell in the space as the audience gazed at the disturbing image. Discussion of the scene was intense. The murder of George Floyd was mentioned. The use of social media in the aftermath of that violent act was discussed. Ongoing conditions of white supremacy. Violence toward Black and Brown bodies. The conversation was rich. And, of course, it was tragic. Especially after the last 2 years. The group that created the scene told the audience they were representing the prison system in the United States. The two Black boys that played prisoners approached Sam after the bell rang. One of them shook his hand. “Thank you,” the student said. “That was really cool,” the other boy said. “Thank you,” Sam said. “Your work was powerful.”","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"18 1","pages":"231 - 232"},"PeriodicalIF":0.0000,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Urgent and dangerous work\",\"authors\":\"S. Tanner\",\"doi\":\"10.1080/15505170.2021.2003620\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Recently, Sam was invited to facilitate a social justice theater workshop with high school students. In-person on a Monday morning. A group of thirty people standing together in a circle in an empty black box theater. Yes, they all wore masks. But their bodies were close. And they paid attention to each other. No laptops or cell phones. No pixilated faces in tiny Zoom squares. It was both familiar and strange for Sam to be with these teenagers after the last 2 years. The students worked with Sam for an hour. They used Augusto Boal’s image theater to create frozen scenes that represented something they felt was unjust. One group created a scene that represented a classroom where a teacher was allowing the loudest voices to dominate discussion. Another used an exaggeration of body size to illustrate how power is distributed among people. Students were sophisticated in their analysis of the scenes. Sam was reminded how smart young people can be. The final group assembled their scene with only a few minutes left before the class was over. Two Black teenagers lay face down on the ground with their hands behind their back. They were boys. One girl stood over them and mimed that she were pointing a pistol at the boys. Another girl placed her foot on one of the boy’s backs. Both of these girls were Black. The only white girl in the group stood to the side. She mimed that she was holding a phone. Taking a selfie with the violent image in the background. Silence fell in the space as the audience gazed at the disturbing image. Discussion of the scene was intense. The murder of George Floyd was mentioned. The use of social media in the aftermath of that violent act was discussed. Ongoing conditions of white supremacy. Violence toward Black and Brown bodies. The conversation was rich. And, of course, it was tragic. Especially after the last 2 years. The group that created the scene told the audience they were representing the prison system in the United States. The two Black boys that played prisoners approached Sam after the bell rang. 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Recently, Sam was invited to facilitate a social justice theater workshop with high school students. In-person on a Monday morning. A group of thirty people standing together in a circle in an empty black box theater. Yes, they all wore masks. But their bodies were close. And they paid attention to each other. No laptops or cell phones. No pixilated faces in tiny Zoom squares. It was both familiar and strange for Sam to be with these teenagers after the last 2 years. The students worked with Sam for an hour. They used Augusto Boal’s image theater to create frozen scenes that represented something they felt was unjust. One group created a scene that represented a classroom where a teacher was allowing the loudest voices to dominate discussion. Another used an exaggeration of body size to illustrate how power is distributed among people. Students were sophisticated in their analysis of the scenes. Sam was reminded how smart young people can be. The final group assembled their scene with only a few minutes left before the class was over. Two Black teenagers lay face down on the ground with their hands behind their back. They were boys. One girl stood over them and mimed that she were pointing a pistol at the boys. Another girl placed her foot on one of the boy’s backs. Both of these girls were Black. The only white girl in the group stood to the side. She mimed that she was holding a phone. Taking a selfie with the violent image in the background. Silence fell in the space as the audience gazed at the disturbing image. Discussion of the scene was intense. The murder of George Floyd was mentioned. The use of social media in the aftermath of that violent act was discussed. Ongoing conditions of white supremacy. Violence toward Black and Brown bodies. The conversation was rich. And, of course, it was tragic. Especially after the last 2 years. The group that created the scene told the audience they were representing the prison system in the United States. The two Black boys that played prisoners approached Sam after the bell rang. One of them shook his hand. “Thank you,” the student said. “That was really cool,” the other boy said. “Thank you,” Sam said. “Your work was powerful.”
期刊介绍:
The Journal of Curriculum and Pedagogy is dedicated to the study of curriculum theory, educational inquiry, and pedagogical praxis. This leading international journal brings together scholars from a variety of disciplines to explore and critically examine diverse perspective on educational phenomena, from schools and cultural institutions to sites and concerns beyond institutional boundaries. The journal publishes articles that explore historical, philosophical, gendered, queer, racial, ethnic, indigenous, postcolonial, linguistic, autobiographical, aesthetic, theological, and/or international curriculum concerns and issues. The Journal of Curriculum and Pedagogy aims to promote emergent scholarship that critiques and extends curriculum questions and education foundations that have relation to practice by embracing a plurality of critical, decolonizing education sciences that inform local struggles in universities, schools, classroom, and communities. This journal provides a platform for critical scholarship that will counter-narrate Eurocratic, whitened, instrumentalized, mainstream education. Submissions should be no more than 9,000 words (excluding references) and should be submitted in APA 6th edition format.