Teachers’ Perceptions of Gender Inclusive Language in the Classroom

Abstract

There is a meager investigation of teachers’ views about gender-inclusive language. Considering this gap in the body of knowledge, this qualitative study sought to investigate the collective perception of higher education teachers particularly those in the teacher education program on the adoption of gender inclusive language in the classroom. Nine teachers participated in a semi-structured interview, which was recorded, transcribed and analyzed. Two themes emerged particularly (1) Communicating Instruction through Unbiased Parlance and (2) Favoring the Adoption of Gender Inclusive Language. Overall, the teachers showed an adequate understanding of gender inclusive language and unanimous support to its adoption inside the classroom as strengthened by their belief that it will promote gender equality and sensitivity among their students. Moreover, it will establish a sense of inclusivity thereby increasing student participation. Lastly, the participants believed that gender inclusive language is an evident trend in education that they cannot overlook. Hence, it is one of their responsibilities to adopt and integrate it into instruction.

Hacia una docencia ciberfeminista: percepciones sobre la inclusión de la perspectiva de género en carreras de grado en modalidad online en Chile

“…Nuestra propuesta de PG con foco ciberfeminista representa un aporte en este sentido, al traducir a un contexto de ESOL los modelos de PG en educación superior (Agud et al, 2020;AQU, 2019), y al dar importancia a los entornos virtuales de aprendizaje como tecnologías culturales y políticas, como espacios no neutrales y que tienen asociada una corporeidad en las experiencias tanto de estudiantes como de docentes. Además, nuestra propuesta traduce al contexto online los esfuerzos actuales vinculados a la utilización de un lenguaje inclusivo, no sexista y heteronormado en el currículum, los programas de estudio y la docencia (Vizcarra-García, 2021).…”