Language’s Influence in the Confusion of Student and Teacher Roles in Oleanna

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Language is a powerful tool that influences the misunderstanding between Carol and John about the roles and regulations of student and teacher. MacLeod comments that, “clearly, there is no such thing as casual conversation in Oleanna: every exchange between the two characters bears directly or indirectly on the use or acquisition of linguistic power” (209). Mamet’s language is a source of ambiguity for the roles in the education system. Carol and John have different understandings of these roles which are demonstrated in how language is incorporated into the play. The ambiguity of language used in different scenarios in “Oleanna” is the cause of the confusion of the role of teacher and student between John and Carol.
The ambiguous language that Mamet chooses to use in Act I creates a misunderstanding between John and Carol about the help that Carol is asking for. Carol is constantly pleading with John for understanding and telling him to “Teach me. Teach me” (Mamet 12). She implores John to help her understand the material in the book for his class. John tries to explain to Carol his interpretation of her problem and his solution, but is unsuccessful (Mamet 10). He believes that Carol’s problem involves the idea of failure which can be seen in his answer to her, “If I do not want to think of myself as a failure, perhaps I should begin by succeeding now and again. Look. The tests, you see, which you encounter, in school, in college, in life, were designed, in the most part, for idiots….They’re nonsense” (Mamet 18). However, Carol’s problem is not with the idea of failure, but rather with being unable to understand the meaning of the language that John uses to describe her role as a student within the school system. She exclaims t...

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...between John and Carol. As MacLeod states in her article, “As Robin Lakoff has observed, any educational institution is "a community of unequals, as manifested through its communicative structures," and it is precisely these structures of verbal inequality which Mamet's drama discloses with such unerring and unnerving accuracy” (203). Oleanna uses these verbal cues and symbols to create the tension that escalates to the concluding conflict.

Works Cited

Garner, Stanton B. “Framing the Classroom: Pedagogy, Power, Oleanna”. Theatre Topics. (2000): 39-51. Print.
MacLeod, Christine. “The Politics of Gender, Language and Hierarchy in Mamet’s “Oleanna””. Vol. 29 No. 2. (1995). 202-09. Web. 20 Nov. 2013.
Whatley, Rodney Boyce, "Mametspeak: David Mamet's Theory On The Power And Potential Of Dramatic Language" Diss. Florida State University, 2011. Web. 20 Nov. 2013.

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