Goldstein’s “Snakes and Ladders” as Critical Pedagogy

The performed ethnography, “Snakes and Ladders” by Goldstein is an interesting teaching tool; used not only to raise awareness of the major societal issues of homophobia and racism but also the interior conflicts and workings of a school institution. This piece of work is absolutely an example of critical pedagogy, for a number of reasons. First and foremost, the medium of this ethnography is more engaging than a simple study and article, making it more intriguing for the student body.

Secondly, it raises parts of the process that may not have been examined without the many different voices

presented in the ethnography. The performed ethnography is an excellent medium for such a discussion

and is appealing to many different types of people. 

Introducing students to the behind the scenes aspect of these issues not only gives them a better understanding of how much of a challenge some of them are, but doing it in this way, makes it accessible to students. Being in play form or “performed ethnography” markets it to a less professional or academic audience, making it seem less like work and more like something that could be fun or enjoyable. Putting a positive spin on such a controversial matter makes teaching it seem less like preaching to students to do the right thing and more like giving them all the facts and letting them come to their own conclusions about right and wrong. The ethnography clearly demonstrates the difference between right and wrong, yet also talks extensively about respecting others. Respect is obviously a very important subject, both in and out of the classroom and the ethnography singles nobody out. It includes representatives of the student body, teaching staff, administration and the community. I found the council meeting at the end to be particularly stirring as the community is allowed to voice their opinions and the student body and teachers are given the opportunity to combat it. Also, the moments where the students and teachers admitted their fear of being perceived as gay if they sided with the GSA were very well done.  By showing both the negative and positive sides, it gives all of the student body to be able to relate, not only the students who agree with the focus of the study.

By making relatable characters who are both for and against the success of the organizations give depth and creates interest. It reflects accurately the views of many different cultures and people but in a controlled environment where the most positive outcome can be guaranteed. By showing the different people with different opinions, it opens up different avenues of discussion for not only a teacher to suggest to their students but also for students to discuss amongst themselves. The performed ethnography is an engaging way to introduce students to a difficult topic while not trying to force opinions on anybody. As a tool to direct discussion, this ethnography fits well into the description of critical pedagogy. If an instructor’s goal is to educate their students in a way that teaches them to think for themselves and be able to evaluate and respond to their different circumstances in an intelligent way, tools like these are necessary. Having an open mind to different techniques can be entirely beneficial. The sort of dialogue used in the ethnography is entirely realistic, as are the circumstances the players come up against. If a student can relate to the subject matter that is being taught, I believe it is more likely that they will be willing to engage and think critically about it.

“Snakes and Ladders” by Goldstein is an excellent example of critical pedagogy at work. It raises important societal issues in an approachable way for students, but also adds the dimension of controversy through the voices of the people who do not agree with such practices.

Work Cited:

Goldstein, Tara. (2010). Snakes and Ladders. International Journal of Critical Pedagogy. 3(1). 68-113.