"This Is Mud on Our Faces! We're Not Really Black!" Teaching Gender, Race, and Age through Humour in the Golden Girls
Notice bibliographique
Résumé
All teachers could use more studies about sharing of humor as a force in classroom that enhances learning and helps to create and sustain bonds of community. Working together in classroom, teachers and students find equanimity when we laugh together. (bell hooks 2010,75)Introduction: Is this funny?Full disclosure: I love The Golden Girls. I also recognize that it is a cliche that I love The Golden Girls. As a white, straight, femme, feminist, I have watched this sitcom since I was a child. These are four women who I have aspired to be like - sexual, smart, underestimated, and hilariously sarcastic. I also recognize that this is a show that most of my undergraduate students are unfamiliar with. The context of show-the socio-political climate of United States in 1980s-is unfamiliar and subject matter(s) that characters introduce are almost nonexistent on contemporary sitcoms. I choose to screen this show with knowledge that it will be amusing for some, ambivalent for others, and completely new to most of them. As a feminist instructor, I see my role as providing students with material that inspires dialogue, critique, and enjoyment.I think it's funny, but it makes me uncomfortable. This is a common response that I have received from undergraduate students in Ontario, Canada when showing them an episode of sitcom The Golden Girls entitled Mixed Blessings (Harris 1985). I have shown this episode in courses such as Sociology of Gender, and Media and Popular Culture. While I will discuss synopsis of show in more detail below, for now I will note that this episode includes and stereotypes of gender, race, age, and sexuality, among others. In my work, I often teach about social stigma, oppression and violence using a feminist intersectional lens. These topics are undeniably contentious, as discussions of social privilege and oppression are psychically challenging and can produce student resistance. As feminist sociologist Kathy Davis argues, these intersectional discussions take up the political project of making social and material consequences of categories gender/race/class visible... by...deconstructing categories, unmaking universalism, and exploring dynamic and contradictory workings of power (2008, 74). As these intersectional discussions can be weighty and emotional subjects, finding moments of levity, where appropriate and pedagogical, is crucial to our ability to enjoy process of teaching and learning.The vast majority of current undergraduate students were born after The Golden Girls originally went offthe air in early 1990s. While The Golden Girls is recognizable to some of students-due to its reruns, cultural resurgence as feminist-icons, memorabilia (via action figures, Lego sets, T-shirts, Internet memes, etc.) and Betty White's continued television and film presence-the majority of students that I have taught are unfamiliar with it. The Golden Girls episode Mixed Blessings incorporates subjects of gender, sexuality, whiteness, mixed race, interracial relationships, blackface, age, class, and familial relations. As bell hooks claims [h]umor can provide a needed break from serious, intense material and discussion (2010, 72). While much has been written on subject of teaching critical thinking in academy (Curry-Stevens 2005; DiAngelo and Sensoy 2009; hooks 1994, 2010; Schick 2000), this paper stems from my interest in exploring relationship between teaching critical feminist ideas to undergraduate students and humour. The lack of familiarity that students have with material provides four pedagogical outcomes that are achievable through in-class screening and discussion. These pedagogical outcomes are: combining an unfamiliar representation with familiar tropes; forcing unspoken to become explicit; enabling oppression and privilege to become tangible and discussable; and, encouraging learning to become joyful. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».