Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/58871
Title: Exploring Discursive Positionings and Negotiations of Gender Diversity in English Language Teaching Through the Lens of Critical Pedagogy
Contributor(s): Veliz, Leonardo  (author)orcid ; Farias, Miguel (author)
Publication Date: 2024-07
Early Online Version: 2024-04-30
Open Access: Yes
DOI: 10.1080/00131725.2024.2340693
Handle Link: https://hdl.handle.net/1959.11/58871
Abstract: 

This study explores EFL students’ perceptions of gender diversity by analyzing their interactions about Chile’s same-sex marriage law in 2022. The study focused on fostering linguistic and critical skills through classroom discussions. A safe space for open conversations allowed students to express diverse views on gender diversity. While opinions varied, students’ discussions were navigated respectfully and indicated that the pedagogical approach used by the teacher encourages critical awareness of societal inequalities in Chile.

Publication Type: Journal Article
Source of Publication: The Educational Forum, 88(3), p. 337-352
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 1938-8098
0013-1725
Fields of Research (FoR) 2020: 390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
390108 LOTE, ESL and TESOL curriculum and pedagogy
390199 Curriculum and pedagogy not elsewhere classified
Socio-Economic Objective (SEO) 2020: 130202 Languages and linguistics
160302 Pedagogy
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

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