Dramatization and de-dramatization of gender

In gender-reflective behavior and communication, there is often the problem that, on the one hand, the socially constructed category of gender is to be dissolved in order to support the individuality of people. On the other hand, however, gender often has to be addressed first in order to highlight social differences. To properly deal with this ambivalence, a balance between dramatization and de-dramatization of gender must emerge.

Dramatization

Dramatization explicitly highlights gender issues. The problem here is that gender groups are dichotomized and differences within gender groups are lost, which can result in the manifestation of gender stereotypes. If a gender role is first constructed or visualized, only to be deconstructed again, there is a danger that the traditional gender role will be more strongly imprinted. Accordingly, a differentiated and precise handling of the respective gender reference is necessary. Dramatization makes sense if the counterpart is to be stimulated to think about gender relations. Dramatization of gender is particularly appropriate in situations where gender discrimination occurs or where the development of individual diversity is prevented.

De-dramatization

Gender-related attributions or particularities are avoided, but without neutralizing. De-dramatization serves to raise awareness of other categories that distinguish people from one another on an individual or societal level and that are not related to constructed gender. Useful to use is de-dramatization as a consequence or reaction to a gender-dramatizing situation in order to put it into perspective. This can be applied, for example, when the counterpart regularly highlights gender differences by attributing certain characteristics or abilities to women or men.

Literature

Debus, Katharina (2012): Dramatization, de-dramatization, and non-dramatization in gender reflective education. In: Debus, Katharina/ Könnecke, Bernard/ Schwerma, Klaus/ Stuve, Olaf (eds.): Geschlechterreflektierte Arbeit mit Jungen an der Schule. Texts on pedagogy and further education around boys‘ work, gender and education. Berlin: Dissens e. V., 149-158.

Frohn, Judith/ Süßenbach, Jessica (2012): Gender-sensitive school sport. Meeting the different needs of girls and boys in sport with gender competence. In: Sportpädagogik. Zeitschrift für Sport, Spiel und Bewegungserziehung 6/2012, 2-7.