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This book explores the narratives and experiences of LGBTQ+ and
gender non-conforming students around the world. Much previous
research has focused on homophobic/transphobic bullying and the
negative consequences of expressing non-heterosexual and
non-gender-conforming identities in school environments. To date,
less attention has been paid to what may help LGBTQ+ students to
experience school more positively, and relatively little has been
done to compare research across the global contexts. This book
addresses these research gaps by bringing together ongoing research
from countries including Brazil, China, South Africa, the UK and
many more. Each chapter examines results of empirical research into
school experiences of LGBTQ+ students, and the experiences and
perspectives of teachers and parents. All contributions are
theoretically informed by aspects of queer theory and/or critical
feminist theory, with additional insights from psychological,
sociological and linguistic perspectives. Contributing chapters
consider how educational workers may question socially sanctioned
concepts of normality in relation to gender and sexuality in ways
that benefit all students, and how they can 'queer' schools to make
them less oppressive in terms of gender and sexuality. Expertly
written and researched, this book is an invaluable resource for
researchers, policymakers and students in the fields of education,
sociology, gender studies and anyone with an interest in gender and
sexuality studies.
*RUNNER UP FOR 2021 BAAL BOOK PRIZE* This volume serves as a
critical examination of the discourses at play in the higher
education system and the ways in which these discourses underpin
the transmission of neoliberal values in 21st century universities.
Situated within a Critical Discourse Analysis-based framework, the
book also draws upon other linguistic approaches, including corpus
linguistics and appraisal analysis, to unpack the construction and
development of the management style known as managerialism,
emergent in the 1990s US and UK higher education systems, and the
social dynamics and power relations embedded within the discourses
at the heart of managerialism in today's universities. Each chapter
introduces a particular aspect of neoliberal discourse in higher
education and uses these multiple linguistic approaches to analyze
linguistic data in two case studies and demonstrate these
principles at work. This multi-layered systematic linguistic
framework allows for a nuanced exploration of neoliberal
institutional discourse and its implications for academic labor,
offering a critique of the managerial system in higher education
but also a larger voice for alternative discursive narratives
within the academic community. This important work is a key
resource for students and scholars in applied linguistics, Critical
Discourse Analysis, sociology, business and management studies,
education, and cultural studies.
This book explores the narratives and experiences of LGBTQ+ and
gender non-conforming students around the world. Much previous
research has focused on homophobic/transphobic bullying and the
negative consequences of expressing non-heterosexual and
non-gender-conforming identities in school environments. To date,
less attention has been paid to what may help LGBTQ+ students to
experience school more positively, and relatively little has been
done to compare research across the global contexts. This book
addresses these research gaps by bringing together ongoing research
from countries including Brazil, China, South Africa, the UK and
many more. Each chapter examines results of empirical research into
school experiences of LGBTQ+ students, and the experiences and
perspectives of teachers and parents. All contributions are
theoretically informed by aspects of queer theory and/or critical
feminist theory, with additional insights from psychological,
sociological and linguistic perspectives. Contributing chapters
consider how educational workers may question socially sanctioned
concepts of normality in relation to gender and sexuality in ways
that benefit all students, and how they can 'queer' schools to make
them less oppressive in terms of gender and sexuality. Expertly
written and researched, this book is an invaluable resource for
researchers, policymakers and students in the fields of education,
sociology, gender studies and anyone with an interest in gender and
sexuality studies.
This volume serves as a critical examination of the discourses at
play in the higher education system and the ways in which these
discourses underpin the transmission of neoliberal values in 21st
century universities. Situated within a Critical Discourse
Analysis-based framework, the book also draws upon other linguistic
approaches, including corpus linguistics and appraisal analysis, to
unpack the construction and development of the management style
known as managerialism, emergent in the 1990s US and UK higher
education systems, and the social dynamics and power relations
embedded within the discourses at the heart of managerialism in
today's universities. Each chapter introduces a particular aspect
of neoliberal discourse in higher education and uses these multiple
linguistic approaches to analyze linguistic data in two case
studies and demonstrate these principles at work. This
multi-layered systematic linguistic framework allows for a nuanced
exploration of neoliberal institutional discourse and its
implications for academic labor, offering a critique of the
managerial system in higher education but also a larger voice for
alternative discursive narratives within the academic community.
This important work is a key resource for students and scholars in
applied linguistics, Critical Discourse Analysis, sociology,
business and management studies, education, and cultural studies.
Researching Language, Gender and Sexuality leads students through
the process of undertaking research in order to explore how gender
and sexuality are represented and constructed through language.
Drawing on international research, Sauntson incorporates a fluid
understanding of genders and sexualities and includes research on a
diverse range of identities. This accessible guidebook offers an
outline of the practical steps and ethical guidelines involved when
gathering linguistic data for the purpose of investigating gender
and sexuality. Each chapter contains up-to-date information and
empirical case studies that relate to a range of topics within the
field of language, gender and sexuality, as well as suggestions for
how students could practically research the areas covered.
Student-friendly, this is essential reading for undergraduate and
postgraduate students of English language, linguistics and gender
studies.
Researching Language, Gender and Sexuality leads students through
the process of undertaking research in order to explore how gender
and sexuality are represented and constructed through language.
Drawing on international research, Sauntson incorporates a fluid
understanding of genders and sexualities and includes research on a
diverse range of identities. This accessible guidebook offers an
outline of the practical steps and ethical guidelines involved when
gathering linguistic data for the purpose of investigating gender
and sexuality. Each chapter contains up-to-date information and
empirical case studies that relate to a range of topics within the
field of language, gender and sexuality, as well as suggestions for
how students could practically research the areas covered.
Student-friendly, this is essential reading for undergraduate and
postgraduate students of English language, linguistics and gender
studies.
Gender is a hotly debated topic in the field of education. The role
that language plays in educational contexts especially in the
classroom has long been acknowledged. Innovatively combining
approaches in the analysis of classroom discourse, this book offers
rich empirical findings as well as being theoretically interesting
and valuable.
Gender is a hotly debated topic in the field of education. The role
that language plays in educational contexts especially in the
classroom has long been acknowledged. Innovatively combining
approaches in the analysis of classroom discourse this book offers
rich empirical findings as well as being theoretically interesting
and valuable.
Presenting a range of data obtained from secondary schools in the
UK and US, this path-breaking book explores the role played by
language in constructing sexual identities. Analysing the often
complex ways in which homophobia, heterosexism and
heteronormativity are enacted within school contexts, it shows that
by analysing language, we can discover much about how educators and
students experience sexual diversity in their schools, how sexual
identities are constructed through language, and how different
statuses are ascribed to different sexual identities.
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