Can we pretend our way to becoming anti-oppressive educators?

Lately, I’ve been thinking and talking a lot about the ideas of performance and authenticity. As a chronic people pleaser, I often feel myself “performing” or taking on certain roles to suit the social situation I find myself in. Watch this unreal spoken word piece describing performance to understand what I mean.

I am also constantly performing my gender. I don’t do this intentionally, but I do think of it as performing because I’ve learned to act, walk, speak, and even take up space in “feminine ways” through regulated discourses of what it means to be female since before I was even born. This might also have something to do with why I’m a people pleaser..  Food for thought.

Likewise, my journey to becoming an anti-oppressive educator began as a performance. I was performing “good student” in ECS 110 and ECS 210, which both focused on the “isms,” dominant discourses or common sense, and oppression in schools and society. To perform good student, I read about racism, gender performance, national identity, white privilege, heterosexism, ableism, colonialism, and social class; I critiqued popular culture for problematic representations of self/other; I started thinking and talking about race; I reflected on my positionality and privilege; I engaged on Twitter and on my blog to start to build my PLN; I learned about treaty education. The list goes on… And all of those things started because I was determined to perform good student.

When I first realized that I cringed at the idea. Why did this journey have to start as a performance? Can’t I be authentic in anything I do? (Possibly not, because I’m not sure that authenticity is a real thing.) I thought that since anti-oppressive work is important to me, it should have been “real” from the start.

Now I’m realizing that maybe it had to start as a performance because these are uncomfortable issues to engage with. Maybe performing helped me ease into the role of attempting to be an anti-oppressive educator because I was able to “try it on” first. This gets even more complex when I think about the different social media platforms I engage on, because I perform anti-oppressive educator on Twitter but not on Facebook (but that’s a blog post for another day).

Anyway, at some point in my performing, I found real value in and passion for this new role.  I can’t pinpoint exactly when I shifted from performing anti-oppressive educator to truly believing in and trying to live out this role, but I don’t think it really matters.  I’d like to say that I no longer perform it at all, but that isn’t true either.  Performance is ongoing, but I believe this kind of performance is constructive.

I’ll leave you with a few questions and I’d love to hear thoughts, feedback, or more questions in return!

How are performing online and performing face-to-face similar and different?  Do you agree that performance can be constructive or do you think it makes anti-oppressive work less authentic/less valuable?

6 thoughts on “Can we pretend our way to becoming anti-oppressive educators?

  1. katiahildebrandt

    Raquel – this is a great post with so many good questions. As always, I’m impressed at the depth of your reflection. Reading this, I’m wondering about the intersection of anti-oppressive educator and the discourse of the good white teacher/saviour. How do these performances differ?

  2. raquelbellefleur Post author

    Thanks for the comment and good question, Katia! I think the biggest different is that the good white teacher/saviour performance obscures the ways we’re implicit in racism, while the performance of anti-oppressive educator helps us acknowledge our own racism. I think performing anti-oppressive educator means rejecting the good white teacher discourse and acknowledging that we can be good people while also being racist people, which should lead us to recognize that we have the power and responsibility to actively work against racism.

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