From Binary to Full Spectrum: Black and White to Living Color

From Binary to Full Spectrum:
Black & White to Living Color
Gender Studies with Judith Butler

Gender studies inform education

      In the 1990's, Gender Trouble (1990) by Judith Butler questioned the categories through which we see men and women. By exposing the cultural binary bias of what is categorized as men and women, Butler at once causes us to perceive human beings beyond biology. Instead a continuum of the expression of who a person is, beyond the biology of male and female, reveals an entire spectrum of expression in the human race. Historically, education has similarly locked students into binary categories: the accomplished learner or those who "get it" and the rest of us - the other. However, pedagogy in the last twenty years has developed a spectrum of differentiation initiatives that are learner-centered. This study is an examination of Butler's gender theory and its relevance to excellence in education.

Judith Butler exposes the simple binary

Butler argues that sex as a physical characteristic does not define the expression of a man or a woman. "The multiplications of gender possibilities dispose and disrupt the binary reitifications of gender," (Butler, p. 171). The rigid binary definitions of male and female are culturally constructed and regulated as if the obvious binary biological definition of sex actually becomes gender. Furthermore, both in language and perception, norm is considered male while what is not male is simply the other. 

The binary boxes humanity

                "The binary relation between culture and nature promotes a relationship of hierarchy in which culture freely 'imposes' meaning on nature, and, hence, renders it into an 'Other' to be appropriated to its own limitless uses, safeguarding the ideality of the signifier and the structure of signification on the model of domination," (Butler, p. 50). Butler goes on to elaborate with the arguments of several anthropologists that note how culture bestows agency, reason, and domination upon the male whereas the female is thus categorized as a physical, subordinated, emotional response. This system is established in language, religion, politics, and education. Humanity is boxed into the binary categories of what is male (agency) and what is female (subordination).

Biology embraces the full spectrum

          Apart from culturally established binary black and white categories of human beings, biology exudes a full spectrum in living color of human beings in the human race. The binary says there are two races: black and white. Biologically, in truth, the full spectrum illuminates an array of humanity that has a variation of colors and features that is infinite. The binary is us and them, point and counterpoint, two points of view and that is all. The full spectrum reveals human position and agency that is varied, nuanced, with shades of opinions and points of view that also are infinite. "The further question emerges: What plausibility can be given to an account of the Symbolic that requires a conformity to the Law that proves impossible to perform and that makes no room for the flexibility of the Law itself, its cultural reformulation in more plastic forms?" (Butler, p. 73). 

Tradition teaches to the binary boxes

      Traditional education has also used the binary boxes of the learners and the rest of us, a one-size-fits-all delivery system - which mandated that everyone learn the same thing at the same time, no matter what their individual needs were (Sarason, 1990). Intelligence was viewed as binary: either literacy/language or mathematical/spatial. Today multiple intelligences have replaced the binary with recognition of many more categories of skills: verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical-rhythmic, interpersonal, intra-personal, and naturalistic, (Gardner, 1997).  We develop, think, and learn in different ways. Achieving our potential involves the interaction of what we are learning and agency of our particular intelligences.

Transition to the full spectrum of students

With secondary students, state and national standards delineate what students need to know and what they need to be able to do. Differentiated teaching promotes getting students there in the ways that accomodate students' learning styles, cultures, interests, prior knowledge, socialization needs, and comfort zones. Pedagogical options are selected and used according to students' needs for their achievement and advancement. The theory that drives differentiation is constructionism or the belief that learning occurs when the learner - the focus is on the learner - makes meaning out of content. Within constructionism are found a core group of design characteristics. These include: student choice, learning how to learn, reflection and think aloud, tradition and variety, collaboration, communicativeness, open-endedness, multiple learning modes, connections to experiences, and a variety of teaching styles (Benjamin, 2002, p. 8). Focusing on the student instead of the material, the goal is for student productivity and performance to increase. From the content, what they need to know, we build a process, facilitating learning, that results in a product, students demonstrating what they have accomplished. With respect for students' culture, teaching has moved beyond the binary process of dishing out one-size-fits-all content and separating those who get it from those who don't. By focusing on the student, as teachers we have moved to a higher calling. Moreover, we dignify our students by recognizing who they are and where they are coming from.

Differentiation dignifies learners

By focusing on the students instead of the content, differentiation dignifies the variety of learners we have in our classroom. We first assess a student's readiness to learn a concept or a skill. Readiness is the prime factor for beginning the process. If the student is not ready, the steps that lead to readiness must be decided and put into the plan. Secondly, we gage the student's interest or interests. By examining their interests, we are aware of their motivation in learning the particular concept or skill. Interests are used as a motivation factor in teaching the lesson. Lessons can be changed to fit a variety of interests. A book about dinosaurs will tap into a different interest than one about motorcyles. Finally, their style of learning is addressed. For some students, the visual aspect is key while for others the auditory piece is essential. By including both auditory and visual information and stimulation, a teacher has included both learning styles in the lesson. Practical means for assessing readiness, interests, and learning styles, include student inventories or surveys, documenting each student with a profile with classroom notes are them, portfolios with student work, interviewing students, student journals and reflection pieces, student artwork and collages, student speeches and collaborative dramas, student files with standardized test scores and reading/math assessments (Northey, 2005). A teacher's greatest honor is to be an observer of students growing and becoming in their classroom. To be a part of this incredible process, teachers must attend to it.

Differentiation does NOT assume individualization

"As in an orchestra composed of individuals, varied ensemble groups, sections, and soloists, the differentiated classroom is built around individuals, various small groups, and the class as a whole. They all work to 'learn and play the score,' albeit with varied instruments, soloparts, and roles in the whole, (Tomlinson, 1999, p. 13). Differentiation is NOT each student on a separate plan. To the contrary, students work together collaboratively and are reaching for the same or similar learning goals. However, flexibility with a wide range of instructional strategies that all focus on the students' needs, assist a teacher to focus on individuals, small groups, and the class at the same time. Connecting all students with the necessary essential understandings and standardized skills, at the individual appropriate time and in a variety of ways, distinguishes differentiation. The illustration comparing the teacher to the orchestra conductor best illustrates this skill of working with the whole, groups, and individuals in tandem.

Differentiation demonstrates learner-centered instruction

"A coach never achieves greatness for himself or his team by working to make all his players alike. To be great, and to make his players great, he must make each player the best he can be. No weakness in understanding or skill is overlooked. Every player plays from his or her competencies, not from a sense of deficiencies," (Tomlinson, 1999, p. 13). 

Performativity underpins gender & educational theory

          Butler writes: "There is no gender identity behind the expressions of gender; ... identity is perfomatively constituted by the very 'expressions' that are said to be its results.' (Butler, p. 25). This is to say that gender is a performance or an individual expression. It is agency. It is what one does at a specific time rather than a universal definition or categorization of who one is. The concept of gender performativity is central to Butler's work.

References

Benjamin, A. (2002). Differentiated instruction: A guide for middle and high school teachers. NY: Eye on Eye Education.

Butler, J. (1990). Gender trouble. NY: Routledge.

Gardner, H. (1997). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, 78 (5), 200-207. 

Northey, S. (2005). Handbook on differentiated instruction for middle and high schools. NY: Eye on Education. 

Sarason, S. (1990). The predictable failure of educational reform: Can we change course before it's too late? San Francisco: Jossey-Bass.   

Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.