Abstract
| Language | English |
|---|---|
| Title of host publication | International Perspectives on Critical Pedagogies in ELT |
| Editors | Mario E. López-Gopar |
| Place of Publication | Cham |
| Chapter | 7 |
| Pages | 125-149 |
| Number of pages | 25 |
| ISBN (Electronic) | 9783319956206 |
| DOIs | |
| Publication status | E-pub ahead of print - 12 Nov 2018 |
Publication series
| Name | International Perspectives on English Language Teaching |
|---|---|
| Publisher | Palgrave Macmillan |
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Keywords
- critical literacy
- critical pedagogies
- teacher education
- gender and sexuality
Cite this
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Negotiating gender and sexual diversity in English language teaching : 'critical'-oriented educational materials designed by pre-service English teachers at a South African university. / Govender, Navan N.
International Perspectives on Critical Pedagogies in ELT. ed. / Mario E. López-Gopar. Cham, 2018. p. 125-149 (International Perspectives on English Language Teaching).Research output: Chapter in Book/Report/Conference proceeding › Chapter
TY - CHAP
T1 - Negotiating gender and sexual diversity in English language teaching
T2 - 'critical'-oriented educational materials designed by pre-service English teachers at a South African university
AU - Govender, Navan N.
PY - 2018/11/12
Y1 - 2018/11/12
N2 - Chapter 7, by Navan N. Govender, considers how the author used a critical literacy course in a South African university to engage Bachelor of Education students in issues related to sex, gender, sexuality, and the conflations inherent. It further argues that confronting controversial topics in the classroom requires that both teachers and learners enter risky spaces in order to deconstruct, disrupt, and reconstruct relations of power in context. The pre-service English teachers were required to produce educational materials that used critical literacy to teach about gender and sexual diversity. The author begins by discussing what it means to do critical literacy before analysing the materials. His analysis unpacks the kinds of risks students were prepared to take and the slippery landscapes that come with confronting real and uncomfortable conversations, identities, and ideologies.
AB - Chapter 7, by Navan N. Govender, considers how the author used a critical literacy course in a South African university to engage Bachelor of Education students in issues related to sex, gender, sexuality, and the conflations inherent. It further argues that confronting controversial topics in the classroom requires that both teachers and learners enter risky spaces in order to deconstruct, disrupt, and reconstruct relations of power in context. The pre-service English teachers were required to produce educational materials that used critical literacy to teach about gender and sexual diversity. The author begins by discussing what it means to do critical literacy before analysing the materials. His analysis unpacks the kinds of risks students were prepared to take and the slippery landscapes that come with confronting real and uncomfortable conversations, identities, and ideologies.
KW - critical literacy
KW - critical pedagogies
KW - teacher education
KW - gender and sexuality
UR - https://doi.org/10.1007/978-3-319-95621-3
U2 - 10.1007/978-3-319-95621-3_7
DO - 10.1007/978-3-319-95621-3_7
M3 - Chapter
SN - 9783319956213
T3 - International Perspectives on English Language Teaching
SP - 125
EP - 149
BT - International Perspectives on Critical Pedagogies in ELT
A2 - López-Gopar, Mario E.
CY - Cham
ER -