A great deal has been written about the causes of gender inequality, and much of this literature has tackled the role of language as a mechanism of social exclusion. More recent analysis of gender inequalities indicates how vital it is that we understand the impact that different social characteristics, including age, can have simultaneously on a person's life situation. These factors should be examined together and at the same time, and as such they invite the kind of approach that is made possible by the concept of intersectionality. The aim of this article is to bridge the gap that exists between different streams of research. It approaches the analysis of gender and age from an intersectional perspective. It also draws on work on the reinforcement of gender inequalities through gendered language and engages with research on age-related social inequalities and especially on the specifi c gender bias of ageism and ageist language. We propose that an intersectional approach be brought to bear on the analysis of sexist and ageist language in order to draw these lines of inquiry together. In doing so we hope to contribute to a better understanding of the social position of women and men of different ages and the role of language in reproducing and reinforcing the inequalities of power created by attitudes to differences of gender and age. It is our belief that an intersectional approach has huge potential for future work in gender studies, sociolinguistic theory, and other avenues of research.
The article stems from the historical discussions on subjugating journalism to the capitalist necessity of "rationalisation" of the labour process through technological innovations. As the continuation of these tendencies, the gradual implementation of algorithms to solve journalistic problems based on data, thereby supplements, extends, or replaces journalistic work with technology. The apotheosis of this process is automated journalism, which, with or without human involvement beyond the development of algorithms, asserts itself in the production of news that is generated and adapted on the basis of always updated highly structured databases. Although news automation primarily complements the established labour process, the historical tendencies of technological innovations in the newsroom, the continuous development of natural language generation systems, and the technological drama surrounding automation raise challenging questions about what and how we know via journalism and how that knowledge is substantiated. In automated journalism, the construction of "objective" facts and its language game are conditioned not only by the combination of technology and human activity, but also by the separation of technological objectivity and human subjectivity. The automated process of datafication of facticity of news, in fact, draws from the authority of algorithmic judgment, which is concentrated in the aura of objectivity of data and the principle of legitimation through instantaneous, direct and authoritative performance. In this respect, the historical principles of "objective" journalistic work are subjected to qualitative change. While technological innovations throughout history have caused that journalists have gradually lost control of their own work, automation potentially eradicates journalistic judgment that is institutionalized in the patterns, attitudes, and practices of the modern newsroom.
The ‘dilemmas’ between multilingualism in theory and English as a lingua franca in practice concern the post-Bologna European higher education as a whole. The article presents the case of Slovenia by furthering the analysis of similar quandaries present in the Slovenian (higher education) language policy. The state of affairs is addressed by acknowledging the status of Slovenian as the official language of the Republic of Slovenia, as well as the need for a greater inclusion of foreign students and teachers and for further enhancement of the quality of higher education. The results of surveys conducted among the most important stakeholders in the Slovenian higher education in October 2012, with the aim of researching the viewpoints on the use of languages of instruction in higher education, are presented. The results were analysed with a view to the expressed standpoint on language use in higher education, which led to the formation of three opinion groups within the sample of students and university teachers of the University of Ljubljana. Based on the analysis of accessible sources, discussions, opinions, surveys and interviews some recommendations on the regulation of language use in higher education in Slovenia are provided.Key words: higher education; internationalisation; language policy; Slovenian university policy.---Sažetak„Nedoumice“ između višejezičnosti u teoriji i engleskoga kao lingue france u praksi tiču se poslijebolonjskoga europskoga visokog obrazovanja u cjelini. Ovaj rad prikazuje primjer Slovenije putem analize sličnih izazova prisutnih u slovenskoj (visokoobrazovnoj) jezičnoj politici. Stanje se stvari sagledava s aspekta prihvaćanja statusa slovenskoga jezika kao službenoga jezika Republike Slovenije, kao i prihvaćanja potrebe za većom uključenosti stranih studenata i nastavnika i daljnjeg unapređenja kvalitete visokoga obrazovanja. U radu se predstavljaju rezultati ispitivanja koja su provedena u listopadu 2012. godine među najvažnijim dionicima slovenskoga visokog obrazovanja s ciljem istraživanja stajališta o uporabi jezika poučavanja u visokome obrazovanje. Rezultati su analizirani s pogledom na izraženo stajalište u vezi s uporabom jezika u visokome obrazovanju, što je dovelo do uspostavljanja triju skupina mišljenja unutar uzorka studenata i nastavnika Sveučilišta u Ljubljani. Na temelju analize dostupnih izvora, rasprava, mišljenja, ispitivanja i intervjua donose se određene preporuke o regulaciji uporabe jezika u visokome obrazovanju u Sloveniji. Ključne riječi: visoko obrazovanje; internacionalizacija; jezična politika; slovenska sveučilišna politika.
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