Abstract
Proponents of critical pedagogy believe that education and society are linked and that existing social, political, and educational systems shape how learners encounter the world. They advocate for critical teaching practices to eliminate cultural biases and to foster an inclusive and socially just environment. This chapter focuses on gender, gender identity, and equity and asks the question of how world language instruction can teach students to make our world more socially inclusive and accepting of our differences by engaging their multilingual and multicultural identities. Results of a university-level instructor survey show that instructors are aware of the importance of gender equity and equitable representation in their teaching practices but that existing textbooks continue to perpetuate gender stereotypes and gender biases whether in the choice of themes or the use of language. Despite extensive teaching experience, most surveyed instructors indicated the need for additional professional development dealing with gender, gender identity, and equity to critically assess classroom material and practices.
Original language | English (US) |
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Title of host publication | Confronting Challenges in English Language Teacher Education |
Subtitle of host publication | Global Innovations and Opportunities |
Publisher | Taylor and Francis |
Pages | 77-90 |
Number of pages | 14 |
ISBN (Electronic) | 9781040110072 |
ISBN (Print) | 9781032623245 |
DOIs | |
State | Published - Jan 1 2024 |
ASJC Scopus subject areas
- General Arts and Humanities
- General Social Sciences