Gender & ELT. Invisible Threads

Énfasis

ELT Education

Serie

Énfasis

Autor(es)

Harold Castañeda-Peña

ISBN

978-958-787-823-3

e-ISBN

978-958-787-824-0

Año

2025

Paginas

201

Editorial

Universidad Distrital Francisco José de Caldas

DOI

https://doi.org/10.69740/UD.9789587878233.9789587878233

Gender & ELT. Invisible Threads

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This book is a fascinating journey through the rich tapestry of pedagogical knowledge in Colombia, particularly in English language teaching (ELT) and its intersection with gender. Through a series of chapters that meticulously unravel and examine “skeins of threads,” the work reveals underlying and under-reported research that underscores the vital importance of gendered pedagogical practices. Drawing on the potent metaphor of weaving, the author explores how issues of gender, stereotypes, and identities are interwoven within educational experiences, offering new perspectives on social justice, equity, and cultural representations in teaching. With a focus on curricular decolonization and critical reflection, this book not only illuminates the challenges inherent in the Colombian context but also opens an interepistemic dialogue aimed at transforming English language teaching and learning into a more inclusive and reflective space. It is an essential resource for academics, educators, and anyone interested in developing a more equitable and conscious educational approach.

Tabla de Contenido

Introduction		19
	Loci of Enunciation	20
	(Gendered) Pedagogies Otherwise	28
	Pedagogies that Teach to Be a “Man”	29
	Pedagogy and the Subalternity of Dissident Subjects	31
	Latin American Plural Feminisms and Pedagogy	33
	Pedagogies of Resistance and Emancipation	36
	Transformative Pedagogies for English Language Teaching	37
	Pedagogies for the Trans-Formation/Education of English Teachers	39
	ELT Teaching-Learning and the Indelible Gender	41
	Knowledgeable Actions (or Knowledge-Learning Actions)	42
	Overview of the Book	43
Chapter 1. Invisible Threads of Knowledge-Learning in Colombian ELT Education		47
	Introduction	47
	Unseen Learning and Knowledge in ELT and Gender	49
	Initial Tapestry of Monographs and Research (the Corpus)	53
	Weaving People	58
	Notes for Universities’ Digital Repositories	67
	Conclusions	67
Chapter 2. Skeins of Threads		69
	Introduction	69
	Skein of Threads 01–Gender and Social Justice in the EFL Classroom	75
	Skein of Threads 02–Gender, Language, and Equity Education in ELT	77
	Skein of Threads 03–Gender Stereotypes, Critical Literacy, and EFL Textbooks	78
	Skein of Threads 04–Gender and Stereotypes as Discursive Production in EFL	81
	Skein of Threads 05–Gender, Social Representations, and Teacher Identities in EFL	83
	Skein of Threads 06–Gender and Subjectivities in EFL	84
	Skein of Threads 07–Gender Stereotypes and Critical Learning Processes EFL	86
	Skein of Threads 08–Gender Identities and Sexual Identities with Narrative EFL Learning Experiences	87
	Skein of Threads 09–Gender, Violence, and Critical Multicultural Education in EFL	88
	Skein of Threads 10–Gender and EFL Learning through Communicative Tasks	90
	Skein of Threads 11–Gender Stereotypes and Critical Media Literacy in EFL Contexts	91
	Skein of Threads 12–Teacher Identity in EFL from Gender and Diverse Professions Perspectives	92
	Skein of Threads 13–Gender Identities and Power Relations in EFL	93
	Skein of Threads 14–Gender and Education in Single-Gender EFL Classrooms	95
	Skein of Threads 15–Gender Stereotypes and Asynchronous Online EFL Communication	96
	Skein of Threads 16–Gender Stereotypes and EFL Books	97
	Skein of Threads 17–Gender Identities and Non-Normative Sexual Orientations in EFL	99
	Skein of Threads 18–Gender Stereotypes and EFL Literature	100
	Skein of Threads 19–Gender and Video Games in EFL	101
	Skein of Threads 20–Gender and Critical Pedagogy in EFL	102
	Conclusions	103
Chapter 3. Gender		105
	Introduction	105
	Research Problems Stated in the Skein ‘Gender’	106
	Gender and English Language Learning in the Classroom	107
	Gender and Female English Language Teachers	109
	Gender and the Institutional Level where English is Taught	110
	Gender and English Language Teacher Education	111
	Loci of Enunciation	111
	Practices of Gendered Pedagogies in Colombian ELT	119
	Educational Objectives	119
	Learning Activities Linking ELT and Gender	120
	Knowledgeable Actions to Promote the Relationship Between ELT and Gender	123
	English Language Teacher Education	124
	Learning English as a Foreign Language	125
	Knowledgeable Actions for English Language Learners	127
	Knowledgeable Actions for Teachers of English	127
	Conclusions	128
Chapter 4. Gender Stereotypes		131
	Introduction	131
	Research Problems Stated in the Skein ‘Gender Stereotypes’	132
	English Language Learning in the Classroom, Stereotypes, and Discrimination	133
	Vectors that Promote Gender Stereotypes	135
	Loci of Enunciation	137
	Practices of Gendered Pedagogies in Colombian ELT	142
	Educational Objectives	143
	Learning Activities Linking ELT and Gender	143
	Knowledgeable Actions to Promote the Relationship Between ELT and Gender	145
	Learning English as a Foreign Language	145
	Knowledgeable Actions for English Language Learners	146
	Knowledgeable Actions for Teachers of English	147
	Conclusions	148
Chapter 5. Gender Identity		151
	Introduction	151
	Research Problems Stated in the Skein ‘Gender Identity’	152
	Experiences of Learning, Power, and Discrimination	153
	Faculty and Student Identities	154
	Loci of Enunciation	156
	Practices of Gendered Pedagogies in Colombian ELT	158
	Educational Objectives	158
	Learning Activities Linking ELT and Gender	158
	Knowledgeable Actions to Promote the Relationship Between ELT and Gender	159
	Learning English as a Foreign Language	159
	Knowledgeable Actions for English Language Learners	160
	Knowledgeable Actions for Teachers of English	161
	Knowledgeable Actions for Language Teacher Education Programs	162
	Conclusions	162
Conclusions and Fractured Horizons		165
	The Loci of Enunciation and Knowledgeable Actions	165
	Professional Identity Traits Associated with Loci of Enunciation	167
	Knowledgeable Actions Related to the Subject who Speaks	169
	Regarding the Skein ‘Gender’	169
	Regarding the Skein ‘Gender Stereotypes’	170
	Regarding the Skein ‘Gender Identity’	171
	Towards Gendered Pedagogizations	172
	Horizons as Fractures	175
	Colonial Situations at the ELT and Gender Interface	176
	Interweaving Colonial Situations about ‘Gender’	177
	Interweaving Colonial Situations about ‘Gender Stereotypes’	178
	Interweaving Colonial Situations about ‘Gender Identity’	178
	Decolonizing the ELT-Gender Interface	179
References		181
About the Author		201

Gender &amp; ELT. Invisible Threads

Gender & ELT. Invisible Threads