Drama in the Mess: Exploring Gender Norms through Story Drama in a Fransaskois School
Bibliographic record
Abstract
This article examines the potential of arts education, specifically story drama, for addressing gender and sexual diversity with elementary students in a Francophone minority-language community. Adopting a participatory action research (PAR) methodology, two university-researchers and two teacher-researchers collaborated to use story drama as a pedagogical approach for teaching French in two Grade 5 classrooms in Saskatchewan. Drawing on queer critiques of cis-heteronormativity, this article illustrates how the use of story drama provided opportunities for students to trouble the gender binary and cis-heterosexist discourses circulating in their community. While spaces were created to trouble cis-heteronormativity, the students’ tableaux revealed that trauma narratives dominate the ways that gender creativity and difference are represented in children’s literature and their education. Interviews with participating youth also revealed that the gender binary is easily reasserted even when the pedagogical objective is to trouble it. The authors argue that engaging with Francophone art that positively depicts gender and sexual diversity is vital for students in Francophone minority-language schools to imagine other futures.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.023 | 0.017 |
| Scholarly communication | 0.008 | 0.004 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".