• A critical discussion of inclusive approaches to sexualities in ELT

    Author(s):
    Angelos Bollas (see profile)
    Date:
    2020
    Group(s):
    LGBTQ Studies
    Subject(s):
    Multiculturalism--Study and teaching, Inclusive education, Language and languages--Study and teaching, Sex (Psychology)--Study and teaching
    Item Type:
    Article
    Tag(s):
    Diversity studies, Inclusive pedagogy, Language teaching, Sexuality studies
    Permanent URL:
    http://dx.doi.org/10.17613/sm6z-9437
    Abstract:
    The aim of this article is to challenge heteronormative as well as homonormative practices in English language teaching. In doing so, the paper demonstrates that both complete absence of LGBTQI+ references in ELT materials, as well as recent attempts to provide more inclusive approaches to materials design and classroom practices, can be problematic for L2 learners irrespective of their sexuality. The paper traces current developments in ELT materials design with regards to inclusive classroom practices and argues that attempts towards inclusivity may reflect (hetero/homo)normative views, and can therefore perpetuate a culture—learning and otherwise—of discrimination and social exclusion. It concludes by identifying the need for an alternative approach—one that does not focus on inclusion but on diversity.
    Metadata:
    Published as:
    Journal article    
    Status:
    Published
    Last Updated:
    2 years ago
    License:
    All Rights Reserved
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