PL EN


Journal
2016 | 3 | 2 | 66-69
Article title

Teaching Gender Inclusive Language in Professional Writing

Authors
Content
Title variants
Languages of publication
EN
Abstracts
EN
This narrative on pedagogy presents language as a tool for resistance and rhetoric as a means for interrupting social oppressions. In particular, I draw attention to one approach I have used in the Professional Writing classroom to teach gender-neutral and oppression-conscious language practices.
Keywords
Journal
Year
Volume
3
Issue
2
Pages
66-69
Physical description
Dates
published
2016
Contributors
author
References
  • Eliasoph, Nina. 1999. “‘Everyday Racism’ in a Culture of Political Avoidance: Civil Society, Speech, and Taboo.” Social Problems 46.4: 479-502.
  • hooks, bell. 2009. Belonging: A Culture of Place. New York: Routledge Press.
  • Reisigl, Martin and Ruth Wodak. 2001. Discourse and Discrimination: Rhetorics of Racism and Antisemitism. London: Routledge Press.
  • Tatum, Beverly. 2003.“Why Are All the Black Kids Sitting Together in the Cafeteria?” And Other Conversations about Race. New York: Basic Books.
  • Villanueva, Victor. 1993. Bootstraps: From an American Academic of Color. Urbana, IL: NCTE.
  • Wodak, Ruth. 1989. Language, Power, and Ideology: Studies in Political Discourse. Amsterdam: John Benjamins Publishing Company.
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.ojs-issn-2392-3113-year-2016-volume-3-issue-2-article-142
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.