了解菲律宾大学酷儿教师在英语课堂上的酷儿努力

IF 3 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Tesol Quarterly Pub Date : 2023-08-30 DOI:10.1002/tesq.3256
V. Tarrayo, Rafaella R. Potestades
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引用次数: 0

摘要

近几十年来,促进教育中的性别平等/公平的努力受到了广泛关注。英语教学领域通过强调性别问题促进了这一发展。然而,LGBTQIA+(女同性恋、男同性恋、双性恋、变性人、酷儿、双性人、无性恋和其他性别)教育者的观点在建立包容性英语课堂的倡议中经常被削弱。本研究以酷儿探究的概念为基础,通过关注菲律宾酷儿大学教师对酷儿英语教学的看法,为这一不断发展的讨论增添了新的内容。本研究通过对来自菲律宾不同大学的19名英语教师进行定性调查,探讨影响LGBTQIA+菲律宾大学教师在酷儿英语教学中努力的因素。促进因素包括合法化(即积极的学校氛围和学术自由)和偏袒方面(即对自己的性别和性素养的信心以及学生对酷儿观点的接受)。另一方面,潜在的障碍包括审查(例如,相关关键人物的保守意识形态)和非法因素(例如,教师在处理酷儿观点方面的权力和能力有限,缺乏学校的支持和可持续性)。这些发现可能对相关的教育情况有启示意义,在这些情况下,英语教学中的多样性概念将得到探索和推广。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Understanding Queer Filipino University Teachers' Queering Efforts in the English Classroom
Efforts to promote gender equality/equity in education have received much focus in recent decades. The area of English language teaching (ELT) has contributed to this development by emphasizing gender concerns. However, the views of LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other genders) educators are often undermined in initiatives to engender an inclusive English classroom. Anchored in the notion of queer inquiry, the present study adds to this evolving discussion by focusing on the beliefs of queer Filipino university teachers about queering ELT. Using a qualitative survey of 19 English language teachers from different Philippine universities, the study explores the factors influencing LGBTQIA+ Filipino university teachers' efforts in queering ELT. The facilitating factors include legitimating (i.e., a positive school atmosphere and academic freedom) and favoring aspects (i.e., confidence in one's gender and sexuality literacy and students' acceptance of queer perspectives). On the other hand, the potential impediments cover censoring (i.e., the conservative ideology of relevant key players) and delegitimating factors (i.e., teachers' limited power and capacity to tackle queer perspectives, and lack of school support and sustainability). The findings may have implications in relevant educational situations where the concept of diversity in ELT is explored and promoted.
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来源期刊
Tesol Quarterly
Tesol Quarterly Multiple-
CiteScore
6.40
自引率
6.20%
发文量
84
期刊介绍: TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.
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