Literaturnachweis - Detailanzeige
| Autor/inn/en | Castañeda-Peña, Harold; Ubaque-Casallas, Diego; Delgado-Ochoa, Jonathan |
|---|---|
| Titel | Embodied Gender/Sex Identity and English Language Teaching: Two Narratives and Dissident Identities from Colombia |
| Quelle | In: Issues in Educational Research, 32 (2022) 3, S.906-924 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Castañeda-Peña, Harold) ORCID (Ubaque-Casallas, Diego) ORCID (Delgado-Ochoa, Jonathan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0313-7155 |
| Schlagwörter | Foreign Countries; Sexual Identity; English (Second Language); Language Teachers; Teaching Experience; Teaching Methods; Homosexuality; Professional Identity; LGBTQ People; Personal Narratives; Colombia (Bogota) |
| Abstract | Little is known about the professional identities of teachers of English in terms of how their gender identity is related to teaching practices. This study discusses how teachers of English narrate their gender identities and how embodiment influences their teaching principles, beliefs, and experiences. The study draws on a critical and decolonial understanding of gender/sex as embodied and its relation to embodied teaching practices. This narrative study is based on interviews with two gay Colombian teachers at a Bogotá (Colombia) private language centre. Findings reveal that the participants' teaching practices are permeated by gender performativity, indicating that orthodox pedagogies do not consider the influence of factors like gender, age, race, social class, and level of knowledge. (As Provided). |
| Anmerkungen | Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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