A Convict Story as a Modern Classroom Artefact - Coursework Example

Analysis of ‘A Convict Story’ as a Modern Classroom Artefact Analysis of ‘A Convict Story’ as a Modern Classroom Artefact The cultural artefacts that students are exposed to during learning have an impact on how their identities develop. In the recent past, there has been much debate about whether teachers should use traditional classroom tools or embrace the use of media, popular culture artefacts and new technologies in the classroom. This essay examines the effectiveness of the use of modern media artefacts within classroom teaching. It is based on ‘A Convict Story’, an online learning artefact that is used to engage students in a virtual interactive field trip through videoconferencing. In this essay, two important factors with regard to the use of this artefact in classroom learning will be presented. In the first section, an analysis of how ‘A Convict Story’ presents assumptions about how gender is presented. This takes into account how the artefact influences learners in the process of developing their identities with respect to gender and beliefs about femininity and masculinity. In the second section, a pedagogical evaluation of the usefulness of ‘A Convict Story’ in the teaching environment is presented. This is done in reference to relevant debates on the use of popular culture and information and communication technology in the classroom. Artefact Analysis There are several benefits and problems that arise from the assumptions made by ‘A Convict Story’ about gender identity as well as its depiction of masculinity and femininity. Basically, ‘A Convict Story’ presents information concerning two things: events and actions related to the British colonisation of Australia and the significance of particular individuals, places and events in developing Australian heritage (Sydney Living Museums, 2013). Throughout the different parts of the story, there is a clear portrayal of gender differences between the characters involved in the story. For instance, in the first part, which covers the journeys of early settlers to Australia, ‘A Convict Story’ presents the journeys from the perspectives of male characters. It was the role of grandfathers to initiate voyages from different lands into Australia (Sydney Living Museums, 2013). This perspective is given for both Aboriginal and other races during their historical journeys into Australia. The depiction of gender in the context of historical events presented in the artefact makes an assumption about the perceived gender differences in the society today. According to Tait (2012), the society understands gender as a social categorisation that is defined by attire, behaviour and social roles (p. 52). It is important to note that, in the current society, a clear boundary between men and women has ceased to exist (American Psychological Association (APA), 2010). This can be seen in situations where the traditional roles of both male and female individuals are performed by individuals of both genders. One problem with this artefact is that it fails to acknowledge this trend in gender identity. The assumption made in the artefact means that learners will be presented with a conservative discourse on gender that defines clear differences between the roles of male and female individuals in the society. Another issue that is worth noting concerns how the issue of masculinity and femininity is presented in the artefact and the assumptions made. Theoretically, the perceptions of students about femininity and masculinity are shaped by both the direct actions of teachers in the classroom and indirect actions through other activities and school routines (Taylor, 2003, p. 308). Throughout ‘A Convict Story’, there is a clear presentation of masculine characteristics and actions. Throughout the parts that address the journeys, the convict identities, life at the barracks and the first Australians, the image presented is that of male characters with masculine characteristics carrying out what are regarded as masculine tasks. For instance, all 36 convicts are male. This means that the historical events covered in the artefact are presented from a dominant male perspective. Students are also asked to describe what the convicts wear, which is purely male clothing (Sydney Living Museums, 2013). In addition, the tasks handled by the convicts at the barracks are presented as purely masculine tasks. There are several ways in which the assumptions made by the artefact affect how students develop their sense of identity with regard to masculinity and femininity. One way is that, since the artefact is based on a conservative discourse on masculinity and femininity, it is likely that the presentation of male and female genders based on clear differences will lead to the alienation and disengagement of female learners (Gevinson, 2012). This situation can be clearly seen from the fact that, since only masculine characters are presented in the story carrying out what are depicted as masculine tasks, feminine learners are likely to feel isolated and victimised. The third issue in the analysis of ‘A Convict Story’ as a classroom artefact with regard to gender is the impact that the assumptions in the story may have on the learners. How the issue is presented in the artefact may have several consequences for the learners using the text. For example, the depiction of all characters as adult males engaged in tasks that are presented as ‘masculine’ is likely to influence the understanding of learners about the role of adults in the society (Whellen, 2007, p. 146). Learners using the artefact are likely to see it as the duty of male adults to shape the events that define the heritage of the society. In addition, the assumptions about a conservative discourse on gender are likely to expose students to clear distinctions between the genders in terms of roles, inherent ability and achievement (Gill, 2004, p. 133). Finally, the fact that adults are seen to dominate the events in the story means that children using the artefact will be influenced to believe that children are non-participants in important social events. This will give the impression that opportunities to perform social duties in society are available only to adults. Overall, however, despite these concerns, ‘A Convict Story’ is not harmful to young people. Although the artefact presents a biased depiction of gender identity as well as the roles of masculinity and femininity, it can still be used as an important platform on which young learners can interactively learn about the history of the country. In addition, if it is effectively used, its portrayal of gender as well as masculinity and femininity is likely to influence learners in accordance with the postmodern discourse on gender (Long, 2013, p. 137). Pedagogical Analysis Although ‘A Convict Story’ makes several assumptions about the issues of gender identity and masculinity and femininity, the artefact can still be effectively used to teach students about identity. This can be achieved in several ways. First, the content and approach of the artefact in teaching about the heritage of the society is important in inculcating values of racial identity in the learners. This can be seen in the journeys section of the artefact, in which different cultural identities of the learners are recognised when learning about the early movement of populations into the country. Through this presentation, the learners are made to empathise with the individuals of European descent as well as with the native Aboriginal people of Australia. Thus, the artefact can be useful in enhancing the heritage of different races of learners by emphasising the role that members of the different races played in shaping the historical events of the country. The artefact can also be useful in a classroom by teaching social class identity to students. Theoretically, social class identity is based on the access that individuals have to wealth and power (Tait, 2012, p. 13). This forms the basis upon which social stratification is built in different societies. As such, institutions play an active role in influencing the social class identity of the students in a society. According to McQueen (2009), although the issue of social class identity is not pronounced in Australia, its effects in the society are evident (p. 48). As such, learning institutions play a key role in shaping the social class identities of the students. Since ‘A Convict Story’ presents historical events that shaped the heritage of Australia by emphasising the actions of different people, it can be useful in teaching social class identity to learners. The emphasis should be on how individuals from different classes in the society have contributed to developing the historical heritage of the country. In addition, the part of the artefact about life in the barracks can be used to enhance social class identity by examining the different tasks carried out by skilled and unskilled convicts in the story (Sydney Living Museums, 2013). Furthermore, although the artefact contains limiting representations about gender identity and is problematic with regard to the issue of masculinity and femininity, it can still be used in class effectively to enhance gender identity among the learners. This can be achieved by presenting the artefact to students critically, leaving room for the learners to challenge the biases that are inherent in the representations of gender roles in the artefact. Class discussions can be used to address areas where misrepresentations occur. For instance, learners may point out gender biases in the fact that the story about heritage is dominated by male characters, the emphasis laid on masculinity as presented in the events depicted in the artefact and the general conservative discourse on gender that is presented in the events shown in the artefact (Jones, 2011, p. 280). In addition, misrepresentations about race, social class and adulthood and childhood can be overcome through the use of this technique. Discussion about the different perspectives of the European and the Aboriginal populations will present a balanced approach that takes into consideration the need to create and maintain a sense of belonging for the indigenous Aboriginal population. This will help students acknowledge the role of their ancestry in creating the heritage of the country as a whole. Finally, the usefulness of this artefact in teaching students about gender identity can be realised when it is used within the context of a post-modernist orientation to education. According to Apple (2005), this approach seeks to demystify what is held as the truth or reality and to reveal cultural hegemonies within a society (p. 280). The learners, who are used as social constructs, are led to identify and be aware of their own partialities in understanding different aspects of society (Tait, 2012, p. 91). Since this approach uses the basic strategy of exploring the beliefs and assumptions of students, this approach may be suitable for the use of this artefact in classroom teaching. In areas where the artefact presents biased information about different aspects of gender, the teacher’s use of a deconstructive approach can be useful in helping students question the biases and misrepresentations in the artefact. In addition, the students can be encouraged to pursue an unusual perspective on the material presented during assessment. In the questions and discussions that follow, students can be asked to recreate the history of the colonisation of Australia by Britain from perspectives other than the one that is presented in the artefact. This can extend to recreating the history of important events and people who played a role in shaping the heritage of the country. In addition, the usefulness of this artefact can be realised from its effective use of information and communication technology to facilitate learning. Although there are many debates about the overall impact of information and communication technology in learning, there is a consensus that, if it is effectively used, information and communication technology can be both educationally and economically productive (Heuzenroeder, 2012). If these different factors are integrated into learning, ‘A Convict Story’ can be effectively used as a modern artefact in a classroom teaching. Conclusion ‘A Convict Story’ is an important modern-day artefact that presents learners with the opportunity to learn about the history of Australia in an interactive platform. Although the artefact contains limiting representations of gender identities and stereotypes regarding masculinity and femininity, it can still be effectively used in modern-day teaching. Its usefulness can best be realised within the context of a post-modern approach to education. Combined with the overall strategy of challenging the assumptions of students, ‘A Convict Story’ can be useful in influencing the gender identity of students. This can be achieved by helping learners identify instances in which the artefact misrepresents gender identities as well as the concepts of femininity and masculinity. Its usefulness can also be realised in influencing the understanding of students about the history and the cultural heritage of the country. This can be achieved by helping students to recreate a cultural history of the country based on their understanding, as opposed to what is presented in the work. Finally, using ‘A Convict Story’ as a modern-day artefact in classroom teaching corresponds with the growing trend of incorporating information and communication technologies into the learning process. References APA. (2010). Today's superheroes send wrong image to boys, say researchers. American Psychological Association. Retrieved from http://www.apa.org/news/press/releases/2010/08/macho-stereotype-unhealthy.aspx Apple, M. (2005). Doing things the 'right' way: Legitimating educational inequalities in conservative times. Educational Review, 57(3): 271-293. Retrieved from http://www.tandfonline.com/doi/pdf/10.1080/00131910500149002 Gevinson, T. (2012). A teen just trying to figure it out. TED Talks. Retrieved from http://www.ted.com/talks/tavi_gevinson_a_teen_just_trying_to_figure_it_out.html Gill, J. (2004). Beyond the great divide: Single sex or coeducation? Sydney, Australia: New South Publishing. Heuzenroeder, C. (2012). Schools divided on mobile phone policy. ABC Riverland. 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Boys and their schooling: The experience of becoming someone else. New York, NY: Taylor & Francis. Read More