Erving Goff man developed the dramaturgical theory that explains how individuals interact with the society. It is classified as a theory of interaction when certain subjects are compared to specific actors in a theoretical presentation. In real life settings, productions entails actors, directors, producers, main protagonists, backup characters, etc. This approach helps us to understand the worry about our audience while acting the judgments that they will impose on us. The audience should not in any way became aware of what happens behind the scenes. In a school environment, the teachers and students perform roles that illustrate their actual responsibilities. The teacher and student must act differently because both are assigned to particular duties. The paper will comprehensively address how the dramaturgical approach is applied in a classroom setting to illustrate the difference in power in teachers and students.
Research question
What is the role of the dramaturgical approach in defining the powers vested in teachers and students in a classroom setting?
Goffman’s dramaturgical approach has been extensively applied in the sociology of interaction. It consists of symbolic interactionism that assists in documenting social interactions. Besides, the approach can also represent a pedagogical tool that could help students to discover the social construction that takes place in the classroom. As a result, the students would be better placed in a position where they will recognize the objectives, dynamics and social impacts of education. According to dramaturgical approach, a teacher or an actor, will represents an established social role in the society (Cavalcanti 1). For instance, the approach can assist us to understand the role of a teacher by using learners as a front role. Goffman’s logic illustrates that the performance of the teacher will not only depend on the social expectation of his/her responsibilities, but also on the setting where the duties are executed. The settings and the personal front will define the teacher as a role player in classroom activities.
The students are offered an impression that is idealized as the teacher acts as a performer. The teacher has the power to discover classroom dynamics. It is significant to note that teachers are capable of incorporating the ascribed values of the society through their performance (Barbuto 7). The dramaturgical approach portrays the sociology of education not only as an academic practice but also as an experiential process. Goffman attributed the role of the teacher to performance concealment. The performance of teachers in the classroom is either influence by for-profit activity or the establishment of a unique image of the instructor. Before classroom activities, the teachers ensure that they double check their work and eliminate any possible errors. Therefore, teachers need zeal and energy to create and maintain an image of professional correctness.
In the classroom, teachers are concerned with the end result. They present the lecture notes and discussions to students without explaining the process of creating the notes. The procedure is mystified because teachers expect to be judged regarding the presentation of their end product. The teachers do not have to expose what occurs behind the scenes but are concerned with the running of the performance. In accordance with the dramaturgical approach, the powers in a teacher manifest in various ways. The teacher is capable of giving the impression that he/she is performing the expected roles. Moreover, the instructors illustrate that they have ideal qualifications that enable them to perform well. Nonetheless, the teacher appears to have not committed any indignities, or insults that may interfere with tacit knowledge passed to the student (Cavalcanti 1). The examples stated are illusions that are maintain to promote the role of teachers in the classroom.
The teacher-student relationship is comprised of self-presentation motives. The power of the teacher helps him to focus on three major objectives. The teacher is concerned about achieving his personal goals, presenting a consistent and positive aspect of his/herself to the universe, and conforming to the social norms. In a classroom setting, both parties work towards achieving self-awareness, self-monitoring, and self-disclosure (Goffman 5). Self-awareness is the private self that is worried about how outsiders will perceive us. As a result, the teacher or students will adopt appropriate mannerisms and behaviors for the sake of their public image. The degree of self-awareness differs to a great extent among people. The power of self-disclosure helps teachers to regulate what students know about them. They offer the lecture notes or ass knowledge in a classroom without being questioned in the manner at which they prepared for the class (Lam 457).
The elucidation above portrays the class as a performance venue. The social-psychological process assists in defining the power and roles of the teacher and students. Identity negotiation is fundamental as it defines the impact of team teaching. To establish a successful team in the classroom, teachers should ensure that they create enough time, and promote effective communication between students. In the process, mutual trust is created and helps in the process of learning (Melander 76). The teacher is perceived to have more powers in the classroom compared to the students. The role of learners is to pay attention and respect the instructors during classroom activities.
Work cited
Barbuto, J. E. "Dramaturgical teaching in the leadership classroom: Taking experiential learning to the next level." Journal of Leadership Education 5.2 (2006): 4-13.
Cavalcanti, H. B. "Taking The Students Behind The Scenes: Sociology Of Education As An Education Practicum."
Goffman, Erving. The presentation of self in everyday life. Harmondsworth, 1978.
Lam, Wan Shun Eva. "L2 literacy and the design of the self: A case study of a teenager writing on the Internet." Tesol Quarterly 34.3 (2000): 457-482.
Melander, Lisa A., and Susan L. Wortmann. "Activating Theory in the Introductory Classroom: Erving Goffman Visits Wisteria Lane." JET (2011): 75.
