Understanding Gender in the Dynamics of the Hidden Curriculum: An ELT Colombian Case Study

IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH
Claudia Mojica
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引用次数: 0

Abstract

This article describes the main findings of a Colombian case study in which an English language teacher, who was enrolled in a gender-based optional course, carries out small-scale research to understand gender in her ELT practices. The study aims at describing what and how English language teachers learn when they incorporate their gender consciousness in their teaching practices. The study focuses on Martha’s case who seeks to understand how her learning comes about when integrating the gender perspective in her educational practices and teaching context. The qualitative analysis indicates, among other things, that Martha becomes aware of how the dynamics of the hidden curriculum affect her students’ gender subjectivities. Through this learning process, Martha adopts discourses and practices to promote gender equity, eradicate differential treatments, and contribute positively to her students’ learning experience.
隐性课程动态中的性别理解:哥伦比亚英语教学案例研究
本文描述了一个哥伦比亚案例研究的主要发现,在这个案例研究中,一位英语教师参加了一门基于性别的选修课程,在她的英语教学实践中进行了小规模的研究,以了解性别。本研究旨在描述当英语教师将性别意识融入教学实践时,他们学到了什么以及如何学到了什么。本研究的重点是玛莎的案例,她试图了解她的学习是如何在她的教育实践和教学环境中融入性别视角的。定性分析表明,除其他外,玛莎意识到隐性课程的动态如何影响她的学生的性别主体性。通过这一学习过程,玛莎通过话语和实践来促进性别平等,消除差别待遇,并为学生的学习体验做出积极贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
How-A Colombian Journal for Teachers of English
How-A Colombian Journal for Teachers of English EDUCATION & EDUCATIONAL RESEARCH-
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21
审稿时长
16 weeks
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