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Gendered Subjectivities in English Classrooms: A Critically Queered Examination of Sex-Segregated Education
Subjetividades generadas en las aulas de inglés: una exploración crítica de la educación segregada por sexo
DOI:
https://doi.org/10.15446/profile.v26n2.108875Keywords:
gender, heteronormativity, queer linguistics, sex-segregated schooling, subjectivities (en)educación segregada por sexo, género, heteronormatividad, lingüística queer, subjetividad (es)
This study explores the link between gender and language in single-sex schools in Colombia. Using feminist theory, the study analyzes the gendered subjectivities of English-as-a-foreign-language learners in a private school in Bogotá. It examines how heterosexuality is forced upon learners and how their subjectivities are impacted by the heteronormative discourse surrounding sex-gender learning differences. The study utilizes conversation analysis and speech act theory to examine data. The findings reveal that gendered subjectivity is complex and constitutes an ongoing struggle. There is a need for further research on gender and English teaching in educational settings, emphasizing the importance of studying sociolinguistic power relationships.
Este estudio examina la relación entre género y lenguaje en escuelas exclusivas para un solo género en Colombia. Utilizando la teoría feminista, se analiza la subjetividad de género de estudiantes de inglés como lengua extranjera en una escuela privada en Bogotá. Se examina cómo el discurso heteronormativo que rodea las diferencias de aprendizaje de género y sexo impacta las subjetividades de los estudiantes. La investigación se apoya en el análisis de la conversación y la teoría de los actos de habla para analizar los datos. Los hallazgos evidencian que la subjetividad de género es compleja y constituye una lucha constante. Se destaca la necesidad de futuras investigaciones sobre género y enseñanza del inglés en contextos educativos que exploren las relaciones de poder sociolingüísticas.
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1. Veronico N. Tarrayo, Jhonatan Vásquez‐Guarnizo, Mairon Felipe Tobar‐Gómez. (2025). Exploring Queer Colombian Preservice English Language Teachers' Perceptions Towards Queering English Language Teaching. European Journal of Education, 60(1) https://doi.org/10.1111/ejed.12853.
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