The special assignment
It was Friday, the last period of the week. We were always restless in this lesson and seized any opportunity to get out of having to do any writing, or anything that resembled work.
I’d kind of gotten over being angry with Mr. Andrews. I was doing my time and there was nothing I could do about it. I was pretending to be listening to him but really I was watching the clock.
He was on one of his favorite topics.
So tell me, gentlemen, what is the stereotype of the footballer?
Jock!!!
The class cracked up. Even if Jock had been there, he would have had no idea about the pun. Even Andrews had a grin on his face.
Let’s steer away from names, please, especially when they aren’t here to defend themselves. And we all know that a stereotype can’t be just one person. Don’t we?
I don’t know about that. Jock was pretty much a walking, talking stereotypical footballer.
Chris, what do you think?
Strong, big thick neck, dumb, sexist, violent, drinks beer …
There was an outcry from the footy-heads in the room.
No, no, no way, sir! It’s changed from that.
This was coming from the winger on the St. Andrew’s winning side.
But we are talking about a “type,” Dion. Chris plays football so he wouldn’t be saying that about himself.
Groans and mutters from the class.
Yeah, but he’s different! Let’s get back to Jock again—he’s heaps more entertaining.
And the class cracked up for the second time.
That’s why stereotypes are so dangerous, sir, isn’t it?
It was a deliberate windup and as expected the class turned on Chris again, yelling out, Teacher’s pet! and Brownnose! Chris grinned, exactly the reaction he planned.
Do you think there is a positive image of the footballer, Dion?
If you’re talking about real football, then yeah, there is.
Groans started up again,
Urr … soccer isn’t real football!
Get over it!
Pull your head in!
Let him speak, please, gentlemen. Andrews silenced the group and looked in Dion’s direction.
Yeah, I think you could say loyal—
Someone else interrupted.
That’s rubbish, sir! No footballer in any code has loyalty anymore, it’s all about the cash.
Mr. Andrews told everyone to shut up. Only he would never say shut up—he only had to hold his hand up and the boys stopped.
All right, Dion, continue …
Loyal, educated … More reactions from the class. Umm … fit, quick.
OK. What about if you start to compare different codes? Is the same true of league or rugby or AFL?
The whole class started up now, reigniting another of St. Andrew’s long-standing traditions—football versus soccer rivalry.
No way, sir, soccer players are gentlemen in comparison to league players …
Yeah, that’s because they’re soft!
They are not soft, you idiot!
What would you know?
Loser!
I sat back and watched. At least this was making the lesson go more quickly. It was exactly the type of stuff Andrews loved to do in his classroom. Friday, period six, was about the only time he ever let us have a full-on discussion, though. Mostly he was too concerned with getting us through the syllabus. He was smart, though; it was these types of lessons and the fact that he let us have our say that kept everyone on side for the rest of the lessons. I think he did genuinely want to hear what we thought, but it wasn’t only that. He was big on getting us to see the world, and the people in it, in different ways. I just wasn’t sure it was going to work with some of the boys, especially the league players.
I only started to pay attention again when I heard the familiar groans from the class. It could only mean one thing—another assignment.
Your job over the next month is to collect images or representations of stereotypes and catalog them. What type of medium? Negative or positive? What messages are being given to the general public? How are these images deliberately manipulated by the media and to what purpose? I want you to create an extensive portfolio and then write a 1,500-word reflection on what you have learned about the power of stereotyping.
Everyone moaned and carried on into their bags as they sifted through empty lunch-box wrappers, personal stereos and PE gear to find their diaries.
Just as I was lifting my head he started on me.
I see you are awake, Will. I have a special task for you.
Every head in the classroom stared in my direction.
I want you to explore the stereotypes that surround those students who involve themselves in the school musical.
The class erupted into laughter mixed with Sucked in! and Ahh, Willo’s special!
He couldn’t be serious!
Come off it, sir, you can’t do that! No one else has been given a special assignment. That’s not fair.
Oh no, I think it is very fair, especially considering I am giving you the duration of the musical to complete the task, which means you have at least a month longer than the other boys.
Sir … I …
He walked out of the class, leaving me swearing at his fading back. What was his problem? As if I didn’t have to give up enough of my precious time for that bloody thing already, let alone have to study it.
If he thought I was going to do it he was wrong.