Feminist Academic Activism in English Language Teaching: The Need to Study Discourses on Femininities Critically

  1. López-Medina, Esteban Francisco 1
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Revista:
Education Sciences

ISSN: 2227-7102

Año de publicación: 2023

Volumen: 13

Número: 6

Páginas: 616

Tipo: Artículo

DOI: 10.3390/EDUCSCI13060616 GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Education Sciences

Resumen

Social research into English Language Teaching (ELT) has a long history. Within it, gender studies have gained ground in recent decades, with special focus on materials and resources. However, a proper integration of the category of femininity has not yet been achieved. The article offers an ample, argumentative, narrative literature review of the main realizations of femininity, as theorized in recent years, such as emphasized femininity or entitled femininity, as well as some other concepts like ambivalent sexism and postfeminism. It is written as the second item within a series of papers that aims to theoretically support the assumption of Feminist Critical Discourse Analysis as a suitable method to discover how all these social phenomena interact in ELT contexts, helping to shape its (gender’s) hidden curriculum. The paper concludes the necessity of integrating the issue of femininities in teacher training programs and in social research in ELT, for the sake of making this field more a liberating practice and less a means of (re)production of (gender) inequalities. To do so, it offers areas of interest for critical researchers and ELT practitioners to carry out such empirical investigation, which is the upcoming stage in this sequence of publications.

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