Nanang Zubaidi - Week 2 - Gender and English Language Teaching
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This document discusses gender and English language teaching. It begins by defining key concepts like sex, gender, and sexuality. Sex refers to biological differences, while gender involves traits assigned by society and culture. Gender is not the same as sexuality. The document then discusses how language both reflects and shapes social reality and gender roles. It provides examples of sexist language and differences in language used to describe war. The document contrasts pre-feminist and feminist views on gender. It concludes by asking students to identify sexist language and discussing why understanding gender in ELT is important.
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Gender and language (linguistics, social network theory, Twitter!)
The relationship between gender, linguistic style, and social networks, using a novel corpus of over 14,000 Twitter users. Prior quantitative work on gender often treats it as a female/male binary, but that's problematic at a theoretical level and descriptively inadequate. By clustering Twitter users by the words they use, we find a natural decomposition of the dataset into various styles and topical interests. Many of these clusters end up having strong gender orientations, but they offer a more accurate reflection of the multifaceted nature of gendered language styles. Previous corpus-based work has also had little to say about individuals whose linguistic styles defy population-level gender patterns. To identify such individuals, we train a statistical classifier, and measure the classifier confidence for each individual in the dataset. Examining individuals whose language does not match the classifier's model for their gender, we find that they have social networks that include significantly fewer same-gender social connections, and that in general, social network homophily is correlated with the use of same-gender language markers. I'll hope to persuade you that the combination of computational methods and social theory offers new perspectives on how gender emerges as individuals position themselves relative to audiences, topics, and mainstream gender norms.
Gender and language
The document discusses gender and language from several perspectives. It begins by distinguishing between sex, which refers to biological differences, and gender, which refers to culturally constructed roles and expectations. It notes that gender boundaries are conceptual rather than physical. The document then examines gender stereotypes and roles, as well as how language differs between men and women in terms of pronunciation, intonation, grammar, vocabulary and conversational styles. Finally, it analyzes gender bias and asymmetries in the English language.
Language and Gender
This document discusses language and gender around the world and in the United States. It covers several topics:
- Gender differences in language use have been found in studies of multilingual communities in Austria and Mexico.
- Studies have shown differences in perceived politeness between men and women in some cultures.
- Understanding speakers' social and language backgrounds is important in ESL contexts.
- In the US, over 200 languages are spoken by Native American women, who often act as language brokers between their communities and wider society. Studies have also found differences in language use among immigrant groups like Puerto Ricans based on factors like gender, age and social class.
Gender and language chapter one introduction
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sex vs gender
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sexiest language
area of bais
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The document discusses how language relates to and may influence thoughts about gender. It notes that historically men have held power over women in society, and language often mirrored this relationship by using derogatory terms for women and associating masculine terms with courage and strength. While the strong version of the Sapir-Whorf hypothesis that language determines thought has been discredited, the weak version that language can influence some aspects of thought is still accepted. The document questions whether changing language can help reduce prejudiced attitudes and argues that biased language reinforces prejudice.
Language and gender
The document discusses gender and language from several perspectives. It begins by distinguishing between sex and gender, noting that sex refers to biological differences while gender refers to culturally constructed roles. It then examines how gender boundaries are conceptual rather than physical, and how they have become more fluid over time. Several lists provide examples of masculine and feminine personality and physical traits as stereotyped by culture. The document also looks at how language use may differ between men and women, such as women using more hedging words and tag questions. Finally, it considers how men and women behave differently in conversations, such as who interrupts more or introduces topics.
Language Variation: Register
Language Variation: Register; A better idea of Language Variation.ppt by Jahangir; Jagannath University Bangladesh
Genderlect
The document discusses gender differences in language use. It defines gender as a social construct involving psychological, social, and cultural attributes assigned to males and females. Gender is performed and can change over time and contexts. Language and gender studies investigate speech varieties associated with particular genders and whether differences arise from language structure or social relationships. The document provides examples of genetic, phonological, and morphological differences between male and female language use cross-culturally.
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The document discusses gender and language from several perspectives. It begins by distinguishing between sex, which refers to biological differences, and gender, which refers to culturally constructed roles and expectations. It notes that gender boundaries are conceptual rather than physical. The document then examines gender stereotypes and roles, as well as how language differs between men and women in terms of pronunciation, intonation, grammar, vocabulary and conversational styles. Finally, it analyzes gender bias and asymmetries in the English language.
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This document discusses language and gender around the world and in the United States. It covers several topics:
- Gender differences in language use have been found in studies of multilingual communities in Austria and Mexico.
- Studies have shown differences in perceived politeness between men and women in some cultures.
- Understanding speakers' social and language backgrounds is important in ESL contexts.
- In the US, over 200 languages are spoken by Native American women, who often act as language brokers between their communities and wider society. Studies have also found differences in language use among immigrant groups like Puerto Ricans based on factors like gender, age and social class.
Gender and language chapter one introduction
Gender and language
sex vs gender
view of language
sex
gender
biological explanation
pre feminist Linguistics
sexiest language
area of bais
change in language
Gender lesson 2 language and thought
The document discusses how language relates to and may influence thoughts about gender. It notes that historically men have held power over women in society, and language often mirrored this relationship by using derogatory terms for women and associating masculine terms with courage and strength. While the strong version of the Sapir-Whorf hypothesis that language determines thought has been discredited, the weak version that language can influence some aspects of thought is still accepted. The document questions whether changing language can help reduce prejudiced attitudes and argues that biased language reinforces prejudice.
Language and gender
The document discusses gender and language from several perspectives. It begins by distinguishing between sex and gender, noting that sex refers to biological differences while gender refers to culturally constructed roles. It then examines how gender boundaries are conceptual rather than physical, and how they have become more fluid over time. Several lists provide examples of masculine and feminine personality and physical traits as stereotyped by culture. The document also looks at how language use may differ between men and women, such as women using more hedging words and tag questions. Finally, it considers how men and women behave differently in conversations, such as who interrupts more or introduces topics.
Language Variation: Register
Language Variation: Register; A better idea of Language Variation.ppt by Jahangir; Jagannath University Bangladesh
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The document discusses gender differences in language use. It defines gender as a social construct involving psychological, social, and cultural attributes assigned to males and females. Gender is performed and can change over time and contexts. Language and gender studies investigate speech varieties associated with particular genders and whether differences arise from language structure or social relationships. The document provides examples of genetic, phonological, and morphological differences between male and female language use cross-culturally.
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The document discusses differences in language use between men and women in several areas: minimal response, question asking, turn-taking, changing topics, self-disclosure, verbal aggression, and politeness. Women tend to provide more minimal responses like "mhmm" in conversations. They also ask more questions and are more likely to take turns in discussions. Men typically change topics less and focus more on their own points. Self-disclosure and expressions of emotions also differ between genders.
Language & Gender
This document covers the topics of gender identity, sex versus gender, masculine and feminine traits, and styles of speech between men and women. It provides dictionary definitions of sex and gender, examines how gender identities are influenced by both biological and social aspects, and looks at how masculinity and femininity are expressed differently across cultures and situations.
language and gender
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Svenja Follmann, Hauptstudium, LN
Julia Selzer, Grundstudium, TN
Meike Tadken, Grundstudium, LN
Judith Mertens, Hauptstudium, TN
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This document discusses theories of language and gender from historical perspectives. It covers dominance approaches viewing women's speech as subordinate due to societal inequalities. Difference theory sees gender differences in language due to socialization into different subcultures. Current social constructionist theory views gender as negotiated through interaction rather than innate. Variation within and across cultures is explored, finding women sometimes have restricted access to prestigious languages or act as cultural brokers between groups.
Gender differences
There are differences in the way males and females communicate from a young age. Biological and environmental factors like role models and life experiences influence these differences. By school age, girls tend to have a larger vocabulary focused on social topics while boys discuss impersonal subjects like sports. Research also finds that women speak more politely, introduce new topics more, and discuss relationships, while men use more crude language, sustain discussion of single topics longer, and talk about impersonal issues. Neurological studies show women's language focuses more on social connection while men's emphasizes conveying information. These differences stem from differences in how boys and girls are socialized during development.
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The Female Register
The document discusses Robin Lakoff's 1975 work "Language and Women's Place" which proposed the existence of a "female register" of speech. It identified 10 distinctive features of women's language that aimed to create generalizations about gender differences in speech. Some key features included using more "empty" adjectives, indirect requests, hedging, tag questions and adherence to grammatical rules. However, Lakoff's work has been criticized for overgeneralizing based on a limited sample. Later analyses suggested the female register reflects subordinate rather than feminine speech and is influenced more by social position than gender. The concepts of "female" and "woman" are also ambiguous and in need of more nuanced examination.
Together
This document summarizes several theories about gender differences in communication styles. Robin Lakoff's theory proposed that women's language features include hedges, tag questions, rising intonation, and avoidance of strong language. Dominance theory from the 1970s suggested that in mixed-sex conversations, men interrupt more than women. Later researchers like O'Barr and Atkins found that language differences depend more on situational power than gender. Pamela Fishman argued interruptions result from how men respond to women's questions rather than inherent personality weaknesses. Deborah Tannen's difference model viewed gender communication as like different dialects due to different socialization experiences.
Language and Social Class
This document summarizes Bernstein's theory of linguistic codes and how social class influences language use. Bernstein argued that social class determines the linguistic code acquired, with working class children having access only to restricted codes while middle class children have access to both restricted and elaborate codes. Studies found working class children used more situational references and context-dependent language compared to middle class children. The socialization practices of different social classes, especially around interpersonal relationships, help explain why class influences the code and language acquired.
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This document presents three explanations for why women use more standard linguistic forms than men:
1) The social status explanation - women are more status-conscious and use standard forms to signal their social class or status. A study found women in paid employment used more standard forms than women who stayed home.
2) Women's role as guardians of society's values - Some believe women are expected to uphold "better" social behaviors. An early settler encouraged men to behave as if a lady statue was watching to remain civilized.
3) Subordinate groups must be polite - Women may use standard forms more to protect their own face and the faces of those they interact with, as a subordinate group.
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This document discusses language and gender. It defines gender as the socially constructed differences between women and men. Gender ideology refers to beliefs about appropriate gender roles and how ideology legitimizes inequality. Language shapes understanding of the social world and identities. Gender-differentiated language reflects social hierarchies, such as through naming conventions where marital status influences titles for women and men. A study found that female and younger male professors were referred to by first names while older male faculty were referred to by title and last name. The generic masculine pronoun "he" can refer to humans in general but really only refers to men. There are strategies to avoid the generic masculine like rewriting in plural or using "one." The document concludes it is important to understand gender
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The document discusses how language can reflect and reinforce societal values, and how the English language in particular developed in a male-dominated context. It provides examples of how English commonly uses masculine generics that exclude women, such as using "he" as a generic pronoun. It suggests alternatives like using plural pronouns instead. The document also discusses how other languages like Chinese use gender-marked words and examines efforts toward developing gender-neutral language.
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This document discusses gender-fair language and violations of it, including sexist language, invisibilization of women, trivialization of women, fostering unequal gender relations, and gender polarization of words. It defines stereotypes, prejudice, and discrimination. It also discusses media representation of women in areas like Western art, advertising, film, and stereotypes in the LGBTQ+ community. Reclaiming media through empowerment and alternative perspectives is suggested.
ferry-GST-final.pptx
This document discusses gender and development. It begins with an overview of key concepts related to gender, including the differences between sex and gender. It notes that while sex is biological, gender is socially constructed and refers to the roles, behaviors, and attributes assigned to women and men in a given culture. It then discusses how gender roles are learned through socialization by institutions like the family, school, and media. The document outlines some of the gender issues and discrimination faced by women. It defines gender and development (GAD) as a framework that recognizes unequal gender relations and how they can impede development. The document emphasizes that GAD aims to promote more equitable development outcomes through women's empowerment and addressing gender biases. It closes by
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This presentation is about gender differences in the use of language from the perspective of Sociolinguistics. The contents have mostly been taken from Ronald Warhaugh's book "An Introduction to Sociolinguistics". However, some examples have also been provided from the Urdu language.
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This document discusses theories of gender and analyzes a ghazal poem through those lenses. It outlines three main theories of gender: as essence, as a social construct, and as a performance. Each theory views gender differently - as innate vs constructed vs fluid. The document then analyzes several couplets of a ghazal poem, applying the three theories to identify traits like emotionality, carelessness, and sensitivity that are portrayed or challenged. It concludes that gender is performed and fluid rather than fixed, as males and females can perform each other's expected roles.
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Svenja Follmann, Hauptstudium, LN
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This document discusses theories of language and gender from historical perspectives. It covers dominance approaches viewing women's speech as subordinate due to societal inequalities. Difference theory sees gender differences in language due to socialization into different subcultures. Current social constructionist theory views gender as negotiated through interaction rather than innate. Variation within and across cultures is explored, finding women sometimes have restricted access to prestigious languages or act as cultural brokers between groups.
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There are differences in the way males and females communicate from a young age. Biological and environmental factors like role models and life experiences influence these differences. By school age, girls tend to have a larger vocabulary focused on social topics while boys discuss impersonal subjects like sports. Research also finds that women speak more politely, introduce new topics more, and discuss relationships, while men use more crude language, sustain discussion of single topics longer, and talk about impersonal issues. Neurological studies show women's language focuses more on social connection while men's emphasizes conveying information. These differences stem from differences in how boys and girls are socialized during development.
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This document summarizes several theories about gender differences in communication styles. Robin Lakoff's theory proposed that women's language features include hedges, tag questions, rising intonation, and avoidance of strong language. Dominance theory from the 1970s suggested that in mixed-sex conversations, men interrupt more than women. Later researchers like O'Barr and Atkins found that language differences depend more on situational power than gender. Pamela Fishman argued interruptions result from how men respond to women's questions rather than inherent personality weaknesses. Deborah Tannen's difference model viewed gender communication as like different dialects due to different socialization experiences.
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This document summarizes Bernstein's theory of linguistic codes and how social class influences language use. Bernstein argued that social class determines the linguistic code acquired, with working class children having access only to restricted codes while middle class children have access to both restricted and elaborate codes. Studies found working class children used more situational references and context-dependent language compared to middle class children. The socialization practices of different social classes, especially around interpersonal relationships, help explain why class influences the code and language acquired.
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This document summarizes key topics from Chapter 7 on language and gender. It discusses how research on gender differences in language use began in the 1970s and draws from different disciplines. Studies have looked at distinct gendered languages, variations between male and female speech patterns across cultures, and how language use reflects and reinforces social distinctions between genders. More recent research emphasizes the context-dependent and fluid nature of gendered language.
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This document presents three explanations for why women use more standard linguistic forms than men:
1) The social status explanation - women are more status-conscious and use standard forms to signal their social class or status. A study found women in paid employment used more standard forms than women who stayed home.
2) Women's role as guardians of society's values - Some believe women are expected to uphold "better" social behaviors. An early settler encouraged men to behave as if a lady statue was watching to remain civilized.
3) Subordinate groups must be polite - Women may use standard forms more to protect their own face and the faces of those they interact with, as a subordinate group.
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This document discusses language and gender. It defines gender as the socially constructed differences between women and men. Gender ideology refers to beliefs about appropriate gender roles and how ideology legitimizes inequality. Language shapes understanding of the social world and identities. Gender-differentiated language reflects social hierarchies, such as through naming conventions where marital status influences titles for women and men. A study found that female and younger male professors were referred to by first names while older male faculty were referred to by title and last name. The generic masculine pronoun "he" can refer to humans in general but really only refers to men. There are strategies to avoid the generic masculine like rewriting in plural or using "one." The document concludes it is important to understand gender
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The document discusses how language can reflect and reinforce societal values, and how the English language in particular developed in a male-dominated context. It provides examples of how English commonly uses masculine generics that exclude women, such as using "he" as a generic pronoun. It suggests alternatives like using plural pronouns instead. The document also discusses how other languages like Chinese use gender-marked words and examines efforts toward developing gender-neutral language.
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Readings and ResourcesArticles, Websites, and VideosDiscussio.docx
Readings and Resources
Articles, Websites, and Videos:
Discussions pertaining to gender can be touchy. In this 7-minute video, viewers will be presented with both sides of the argument as to whether you believe gender is actually a social construct or you do not – then, you can decide for yourself!
https://youtu.be/s33R4OnW-eo
In this video, which has been viewed over 50 million times, a 26 year-old mother, Emma Murphy, talks of her experiences in a domestic violence relationship. After show a video with graphic images of her injuries, she discusses how she left her abuser, gaining strength from her experiences, not letting them define her or diminish her self-worth.
https://youtu.be/frFEdN7aMh8
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https://youtu.be/HxP4Djzv3FA
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https://youtu.be/NCLoNwVJA-0Gender, Gender Identity, Gender Expression, and Sexism
Chapter 9Chapter Introduction
AP Images/J. ScottApplewhiteLearning Objectives
This chapter will help prepare students to
EP 2a
EP 2b
EP 2c
EP 3a
EP 3b
EP 6a
EP 7b
EP 8b
· LO 1 Define gender, gender identity, gender expression, and gender roles
· LO 2 Discuss the social construction of gender
· LO 3 Examine the complexities of gender, gender identity, and gender expression.
· LO 4 Evaluate traditional gender-role stereotypes over the lifespan
· LO 5 Assess some differences between men and women (including abilities and communication styles)
· LO 6 Discuss economic inequality between men and women
· LO 7 Examine sexual harassment
· LO 8 Review sexist language
· LO 9 Examine rape and sexual assault
· LO 10 Explore intimate partner violence
· LO 11 Identify means of empowering women
Girls are pretty. Boys are strong.
Girls are emotional. Boys are brave.
Girls are soft. Boys are tough.
Girls are submissive. Boys are dominant.
These statements express some of the traditional stereotypes about men and women.
Stereotypes are “fixed mental images of members belonging to a group based on assumed attributes that portray an overly simplified opinion about that group.” (Kirst-Ashman & Hull, 2012b, p. 25). The problem with such fixed images is that they allow no room for individual differences within the group. One of the major values adhe.
Observation CollaborationThis week you will complete an observat.docx
Observation Collaboration
This week you will complete an observation activity in your community. This activity will help prepare you for the Week 7 Assignment. This Forum is unique so read the instructions and point values carefully.
Write a 500+ word initial post that includes these components:
· Observation: 5 points
· Go to a public place and observe the people there for 25 minutes. What are the details of the location? Describe the general context (time of day, lighting, sounds, vibe/energy, etc.). Describe the people around you and their sociodemographic characteristics (age, race/ethnicity, gender/sex, socioeconomic status, etc.).
· Norms: 10 points
· Identify two or more social norms that people engaged in at the public place. A norm is a social rule. There are many norms that help to frame how we are supposed to behave in our daily lives, one example is gender norms (what are social rules we follow to 'be masculine' and to 'be feminine'); another example is standing in line (consider what would happen if you cut everyone in line at 8am in a Starbucks?).
· Concepts: 10 points
· How do these norms you observed in the scene fit with sociological concepts and theories we’ve learned so far in class? Some examples of sociological concepts we’ve learned about so far include gender roles and emotional labor. (What is a sociological concept? See below).
· Reflection: 5 points
· Reflect on your experience. How was this observing others through a sociological lens different from when you’ve “people watched” in the past? What perspectives do you think a sociologist can bring to our understanding of everyday human behavior?
· Active Forum Engagement: 10 points:
· Remember to write at least three 100+ peer responses. As with our other Forums, two responses need to be to peer posts and one response needs to be to someone who commented on your post. In any public scene, all of us will notice different things, and find different observations important or unimportant. In your peer responses, help one another identify sociodemographic characteristics, social norms, or sociological concepts that the classmate may not have noticed. Consider helping one another notice common themes in the types of public places you choose and your observations of people in those scenes.
· Active Forum Presence: 5 points
· Learner posts 4+ different days in the learning week. Initial post is made by Thursday 11:55pm ET of the learning week. Response posts are made by Sunday 11:55pm ET of the learning week.
· Writing Skills: 5 points
· Post is 500+ words. All posts reflect widely accepted academic writing protocols like using capital letters (“I am” not “i am”), cohesive sentences, and no texting language. Dialogue is also polite and respectful of different points of view.
What is a “sociological concept?” They are all the bold terms and phrases within the text, such as "socialization," "norms" and "folkways." Look at the bottom of the text page for the .
CHAP 6 CULTURE AND GENDER.ppt
Cross cultural psychology. This notes will enhance student knowledge regarding the connection between gender and culture
Group e bsba-3-a_module-5_presentation
This document discusses gender concepts including gender identity, sexual orientation, gender expression, and gender roles. It defines these terms and differentiates between them. It also discusses gender bias and how it manifests through stereotyping, subordination, marginalization, and violence against women. Gender equality aims for equal rights and opportunities between men and women, while gender equity recognizes different needs and calls for redistribution of power and resources.
Culture & Gender: Univ BCN class presentation
2017-19 Class Presentation (a series of classes) for a University of Barcelona, Barcelona, Spain 4th year undergraduate course:
CULTURAL ASPECTS OF ENGLISH_SPEAKING COUNTRIES
by Prof. Anuradha Mitra Ghemawat
UB Dept. of Language & Literature
PowerPoint One
that reinforces or deepens their understanding of gender by stressing four key points: critiques of binary thinking; intersectionality of gendered identities; the way that institutions and social processes as well as people are gendered; the way that gender is sexualized (and sexuality gendered) – segue into the need to include men in gender equality projects
Kuliah 9 gender and development
This document discusses key concepts related to gender and development, including:
1. Definitions of gender and sex, as well as several theories of gender development.
2. Concepts of gender stereotyping, gender ideologies, and gender schema theory.
3. How gender relates to concepts like equality, inequality, power, and education.
4. Several themes are explored around how gender influences societal organization and the unequal positioning of men and women.
Politics, Power and Resistance Assessment. 17552729 week 14
This document outlines and discusses several topics related to politics, power, and resistance. It addresses Weber and Foucault's concepts of disciplinary power. It also discusses the privatization of prisons, the post-9/11 world and politics of fear, diversity, gender, and sexuality in relation to citizenship and inequality. References are provided for further reading on the disciplinary and punitive state, the clash of civilizations theory, and issues of gender, culture, and multiculturalism.
Gender at the Intersections 1Ever since I’ve been in a whee
Gender at the Intersections
1
“Ever since I’ve been in a wheelchair, I’ve stopped getting catcalled.”—Fem Korsten
Doing Gender
“Gender isn’t something we are, but something we do.”
The number one gender rule is that we must do gender.
Gender is not all that we are; we also have many other social locations that affect how we and others see us, such as:
Age
Sexuality
Race
Class
Physical ability
2
We have discussed doing gender earlier in the class. You understand that gender isn’t just something that we identify as, but also something that we do, as stated at the start of the chapter. Gender is just one aspect of who we are and how others see us. Can you give some examples of how we do gender?
2
The intersection of identity & experience
Gender is not an isolated social fact but instead intersects all our social locations to make up our identity.
Social locations & identities such as age, race, class, gender, sexuality, and physical ability combine simultaneously
Your life is not influenced by JUST your race or age or gender- it is all of these at the same time
Since we experience the world through the combination of our identities, using intersectionality as a framework for studying gender allows us to develop deeper understanding and more complete approaches.
3
What is Intersectionality?
Term coined by legal scholar Kimberle Crenshaw to explain how Black women are disadvantaged by both race and gender.
Anti-racism policies primarily address Black men and feminist policies primarily address white women, ignoring the unique combination of race and gender based oppression.
Intersectionality is a theory that acknowledges that people are often disadvantaged by various social locations, which can result in inequality or oppression.
4
Intersectionality is Interlocking
Intersectionality recognizes that identity markers (e.g., “female” and “black”) are connected and result in different responses from others as a result.
Gender, race, class, sexuality, ability ect. work together to create interlocking forms of oppression. (meaning they cannot be separated from each other)
If one social location was different, the entire life experience would be different and the other dimensions would be experienced in a new way, too.
5
Intersections
Dimensions of our identity intersect like the spokes of a wheel in which our whole self is the center.
Experiences of power & oppression occur to our whole selves, and we cannot split off just one aspect of ourselves.
6
The Matrix of Domination
Patricia Hill Collins: inequality and oppression are the result of several forces working hand in hand
No single force is the cause of injustice
Society places whites dominate to non-whites, men dominate to women and trans/nonbinary people, wealthy dominate to the working class etc.
Double jeopardy for many individuals who subordinated twice- for example women of color experiencing racism & sexism together
7
#sayhername
People gather in ...
gender final
Gender is shaped by three intertwined levels - identity, interaction, and institution. From a young age, boys and girls are socialized through dress, education, and relationships to conform to societal gender expectations. One's gender identity influences how they are perceived and evaluated in institutions. For example, women often face criticism for deviating from expectations of motherhood or appearance. Gender inequality persists in many areas of society, including in politics where women face obstacles to leadership positions. Race also impacts social relationships and access to opportunities. The social structure of gender is complex and varies between cultures and over time.
Gender Concepts and the Caribbean
Peer Learning Summit: Gender-responsive National Adaptation Plan (NAP) Processes
Montego Bay, Jamaica | July 26-28, 2022
Group 4_Media & Gender Issues (1).pptx
The document discusses media's role in representing gender and gender issues. It defines media and gender issues, explaining that media can both perpetuate stereotypes that cause issues or help address issues by raising awareness. It outlines universal gender categories like male, female, transgender and non-binary and how each are commonly portrayed in media, for better or worse. Specific issues covered include patriarchy, feminism, toxic masculinity/femininity, and sexism. The conclusion states that media plays a massive role in shaping public views of gender but that cooperation is needed between media and communities to both address current issues and prevent exacerbating them further through media portrayals.
INTRODUCTION 319 too emotional to be good leaders) are a.docx
INTRODUCTION | 319
too emotional to be good leaders) are also labeled a s "natural" and unchangeable, making any
attempt to Identify and challenge them almost impossible.
Fortunately, by shedding light on the social construction of gender, the feminist, L G B ,
transgender, and intersex communities have disproven the assumption that biology determines
gender, thereby disentangling it from the notion that gender is "natural" (see vi/ebsite for further
resources). For example, if gender roles were "natural," they would manifest similarly in societies
all over the world, but a global a n a l y s i s reveals a rather diverse understanding and expression
of gender a c r o s s societies (Nanda, 2000). Similarly, if these roles were set and unchangeable
they would be consistent throughout history, and yet within U.S. history alone the notion of what
it m e a n s to be a man or woman has changed over time due to political, economic, and social
influences. A s s u c h , what is perceived a s "real" regarding gender roles is actually a manifestation
of certain rules and expectations put on all of u s by the macro gendered power structure.
A s e c o n d core characteristic of gender roles is that they are based on heteronormativity, which
refers to the normalizing of heterosexuality and the pathologizing of being lesbian, gay, bisexual,
or queer. In my c l a s s e s I often conduct an exercise where we divide into groups and develop
lists of what it m e a n s to "act like a ' m a n ' " or "act like a 'lady.'" For the nineteen years I have been
doing this exercise, every element of what it h a s meant to "act like a 'lady'" has been connected
to the heterosexual male g a z e . Looking pretty, acting feminine, knowing how to cook, wanting
children, etc. are not at all problematic of and by themselves, but w h e n analyzed through a lens
of gender critique it is apparent that they are consistently tied to heterosexual relationships and
the need for women to appeal to heterosexual men. T h e connection between heterosexuality
and what it m e a n s to be a real w o m a n implies that lesbians and bisexual women are not actually
w o m e n , are a threat to these gender roles for their lack of compliance, and therefore should
be met with contempt and even violence. S u z a n n e Pharr (1988) suggests that homophobia
is a w e a p o n of s e x i s m precisely b e c a u s e of the relationship between gender role conformity
and what Adrienne Rich (1986) termed "compulsory heterosexuality." T h e powerful connection
between gender roles and homophobia is d i s c u s s e d by Blumenfeld in the next section (selection
77 and Introduction to Section 6 ) .
A third important characteristic of gender roles is that masculine and feminine roles are
diametrically opposed, a s opposites in a binary, and hierarchically positioned, a s superior or
inferior. For every characteristic that students defined a s "masculine," for example being tou.
TopicimportanceMy topic will be about fighting against gender s.docx
Topic/importance
My topic will be about fighting against gender stereotypes and gender roles, and gender identity that a culture incorporate for male and female, but the more concern is about females’ gender roles, gender identity, and gender stereotypes as described in chapter 7 and page number 150. Pai is dared to confront the cultural traditions about gender roles and gender stereotypes that are the hurdle in her way to adopt her own actual personality. This confrontation is the soul of the film and this theme is really important because this theme is so broad that every culture depicts this kind of the theme and every culture has its own defined gender stereotypes and gender roles. The importance of this topic is to evaluate the gender roles in every culture because without this evaluation we cannot put right people on right place to move ahead towards success of the people and the whole community.
Film description
At the East Coast of New Zealand, the people of Whangara believed that their existence was based on a purely brave prophet-Paikea, who did ride on the back of the whale in order to escape death when his canoe was capsized in the sea. Based on that believe, Whangarra chiefs had the belief that the only first born males were the directly the descendants of Paikea (Whale Rider, 2002). The protagonist in the movie is Paikea Apirana who is aged 11 years old girl born in this patriarchal tribe. Being a girl is shunned down by the society because of her mother, as well as her twin brother, died at the time of delivery, therefore, leaving the girl as unfavorable to Koro- her grandfather. She says that she was not glad when she was born as her twin brother died and took her mother away. The hope of the family was the boy who could lead the family (Whale Rider, 2002). The traditions bound her grandmother to choose a male leader in the society. The girl loves her grandfather than anyone else. Pai has to fight her grandfather as well as thousand years of the tradition in order to fulfill as well as meet her destiny. Pai shows great courage to collide with cultural norms and especially gender roles are very important to analyze to evaluate the direction of culture as far as the credibility and authenticity of gender stereotypes and gender roles are concerned. Moreover, the evaluation must be done to analyze the need to establish cultural gender roles and gender stereotypes. The persistence of Pai is another important feature of the film. The way Pai transformed from her outcast to the chief of the tribe depicts that cultural stereotypes can be defeated if a right person fights with his or her ability and persistence. The love of Pai for her tribe, grandparents, and the lifestyle of the tribe make her prominent from other children because other children love the modern and urban lifestyle. Pai persistently achieves the leading role of her tribe and proves that women shouldn’t be underestimated. They can rule and lead the communities.
Thes ...
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Nanang Zubaidi - Week 2 - Gender and English Language Teaching
- 1. Week 2: Gender and ELT Nanang Zubaidi nanang.zubaidi.fs@um.ac.id Gender & ELT C & D Universitas Negeri Malang February 2022
- 2. Hello! Today we will discuss: ● Basic concepts of gender in the context of ELT ● Problems of sexist and non sexist language (the issues of gender in ELT) 2
- 4. What is Gender? Is Gender Same with Sexuality? What is the Position of Gender in Language? In ELT? Why should we understand and analyze the issue of gender in ELT?
- 5. What is Gender? ● Sarray: Gender is not sexuality. Sexuality is more biological, gender is like realization of human behavior. ● Zaidan: maleness in society POV ● Farah: sexuality sexual feeling ● Gender: jenis kelamin yang tidak dapat diubah, sexuality: sexual orientation. 5 Is Gender Same with Sexuality?
- 6. ● . 6
- 7. Sex: biological maleness and femaleness, or the physiological, functional, anatomical differences that distinguish men and women Gender: traits assigned to a sex – what maleness and femaleness stand for – within different societies and cultures. 7
- 8. Language does not simply reflect social reality, but is also constitutive of such reality (shaping how we see ourselves and the world). 8
- 9. Language does not simply reflect social reality, but is also constitutive of such reality (shaping how we see ourselves and the world). Language does not simply reflect social reality, but is also constitutive of such reality (shaping how we see ourselves and the world). 9
- 10. In two or three columns POLITICS ● ‘terrorist’ vs ‘freedom fighter’; ● ‘liberal’, vs ‘axis of evil’; ● ‘woman of colour’, ‘male nurse’, vs ‘spinster’; WAR ● 'War' vs ‘action’, vs ‘severe measures’, vs ‘evacuating’, vs ‘rendering harmless’. ‘ WAR ● ‘war’ vs ‘conflict’, ● ‘killing civilians’ vs ‘collateral damage’ (Bourke, 1999, 2001; Litoselliti, 2006). 10
- 11. Pre-Feminist vs Feminist View on Gender PRE-FEMINIST ● women’s and men’s language signals biological differences, ● it symbolizes social gender roles, ● Sarray: PF: kesetaraan; F: power ● Zaidan: F: kesetaraan FEMINIST ● Women’s and men’s language symbolizes social gender roles (Cameron, 1997). ‘ Farah & Ekho: F: Socio-political movement political kesetaraan 11
- 12. 12
- 13. ● Zaidan: They rather than he/she ● Sarray: Phenomena di film women gang 13
- 14. What are some sexist language you ever heard before? ● . 14
- 15. What is the Position of Gender in Language? In ELT? ● . 15
- 16. 16 Sexist language 1.sex specification in the language 2.gratuitous modifiers (Miller & Swift, 1981) 3.lexical gaps or under-lexicalization 4.semantic derogation (Schulz, 1975) 5.asymmetrically gendered language items 6.connotations of language items
- 17. Why should we understand and analyze the issue of gender in ELT? ● . 17
- 18. Can you list the difference between man and woman in teaching and learning English? ● . 18
- 21. Free templates for all your presentation needs Ready to use, professional and customizable 100% free for personal or commercial use Blow your audience away with attractive visuals For PowerPoint and Google Slides 21
- 22. “Gender is … 22