Internationale Best Practice Modelle für eine gendergerechte Welt

YOU CAN'T DO THAT!
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PROCEDURE:
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http://www.genderequity.org/WWW/2003/book/lesson13.html
1. Students should be prepared for this activity, either through discussions with
instructor or guest speaker, or by lessons that demonstrate gender issues
caused by the presence of nontrad workers in the trades. [See "Guest Speaker"
& "Tasks, Tools, and Gender" in this publication.]
NOTE: These scenarios assume that your shop has both male and female
students. It is possible, however, to create relevant role-playing with onegender
situations; topical skits could still be enacted and issues discussed,
although conflicts might lose some of their power and relevancy.
2. There are many ways to form groups and ask students to prepare skits. Here
are two ideas:
A.
o Instructor divides class into groups.
o Different scenarios are handed out to each group.
o Each group prepares, figuring roles, props, lines, etc.
B.
o Read a scenario to the class.
o Ask students to volunteer.
o Volunteers prepare outside of shop area, while remaining
students discuss possible resolutions to the conflict described.
3. Scenarios are enacted. Audience might be asked by instructor to take notes for
discussion. Some things to watch for: logic of story line; believability of the
characters; credibility of the resolution.
4. After each performance, discuss as a group. Focus on the resolution of the
gender issues raised by the scenario, and the effectiveness of the proposed
resolution(s).
5. Students may write responses to the role-playing. Some interesting prompts
might be:
o Have you ever been in a nontrad role at school or in sports?
o What would you do if a co-worker was harassing someone because of
gender?
o Did the conflicts have anything in common?
o Did the resolutions in the skits have anything in common?