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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/58871
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dc.contributor.authorVeliz, Leonardoen
dc.contributor.authorFarias, Miguelen
dc.date.accessioned2024-05-02T00:58:06Z-
dc.date.available2024-05-02T00:58:06Z-
dc.date.issued2024-07-
dc.identifier.citationThe Educational Forum, 88(3), p. 337-352en
dc.identifier.issn1938-8098en
dc.identifier.issn0013-1725en
dc.identifier.urihttps://hdl.handle.net/1959.11/58871-
dc.description.abstract<p>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.</p>en
dc.languageenen
dc.publisherRoutledgeen
dc.relation.ispartofThe Educational Forumen
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleExploring Discursive Positionings and Negotiations of Gender Diversity in English Language Teaching Through the Lens of Critical Pedagogyen
dc.typeJournal Articleen
dc.identifier.doi10.1080/00131725.2024.2340693en
dcterms.accessRightsUNE Greenen
local.contributor.firstnameLeonardoen
local.contributor.firstnameMiguelen
local.profile.schoolSchool of Educationen
local.profile.emaillveliz@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.publisher.placeUnited Kingdomen
local.format.startpage337en
local.format.endpage352en
local.peerreviewedYesen
local.identifier.volume88en
local.identifier.issue3en
local.access.fulltextYesen
local.contributor.lastnameVelizen
local.contributor.lastnameFariasen
dc.identifier.staffune-id:lvelizen
local.profile.orcid0000-0003-2489-7484en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/58871en
local.date.onlineversion2024-04-30-
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleExploring Discursive Positionings and Negotiations of Gender Diversity in English Language Teaching Through the Lens of Critical Pedagogyen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorVeliz, Leonardoen
local.search.authorFarias, Miguelen
local.open.fileurlhttps://rune.une.edu.au/web/retrieve/85e7b470-b120-4418-9988-45a22d387764en
local.uneassociationYesen
local.atsiresearchNoen
local.sensitive.culturalNoen
local.year.available2024en
local.year.published2024en
local.fileurl.openhttps://rune.une.edu.au/web/retrieve/85e7b470-b120-4418-9988-45a22d387764en
local.fileurl.openpublishedhttps://rune.une.edu.au/web/retrieve/85e7b470-b120-4418-9988-45a22d387764en
local.subject.for2020390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)en
local.subject.for2020390108 LOTE, ESL and TESOL curriculum and pedagogyen
local.subject.for2020390199 Curriculum and pedagogy not elsewhere classifieden
local.subject.seo2020130202 Languages and linguisticsen
local.subject.seo2020160302 Pedagogyen
local.profile.affiliationtypeUNE Affiliationen
local.profile.affiliationtypeExternal Affiliationen
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