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Research into the many possible relationships, intersections and tensions between language and gender is diverse. It crosses disciplinary boundaries, and, as a bare minimum, could be said to encompass work notionally housed within applied linguistics, linguistic anthropology, conversation analysis, cultural studies, feminist media studies, feminist psychology, gender studies, interactional ...
For example, gender can indirectly influence the productivity of noun-patterns in what he calls the "Israeli" language: the Israeli neologism מברשת (mivréshet, transl. brush) is fitted into the feminine noun-pattern mi⌂⌂é⌂et (each ⌂ represents a slot where a radical is inserted) because of the feminine gender of the matched words ...
Many Australian languages have a system of gender superclassing in which membership in one gender can mean membership in another. [15] Worrorra: Masculine, feminine, terrestrial, celestial, and collective. [16] Halegannada: Originally had 9 gender pronouns but only 3 exist in present-day Kannada. Zande: Masculine, feminine, animate, and inanimate.
For example, advocates of gender-neutral language challenge the traditional use of masculine nouns and pronouns (e.g. "man" and "he") when referring to two or more genders or to a person of an unknown gender in most Indo-European and Afro-Asiatic languages. This stance is often inspired by feminist ideas about gender equality. [1]
Feminist language reform or feminist language planning refers to the effort, often of political and grassroots movements, to change how language is used to gender people, activities and ideas on an individual and societal level. [1] This initiative has been adopted in countries such as Sweden, Switzerland and Australia. [2] [3] [4] [5]
Gender assignment to inanimate nouns in these dialects is sometimes fairly systematic. For example, in some dialects of southwest England, masculine pronouns are used for individuated or countable matter, such as iron tools, while the neuter form is used for non-individuated matter, such as liquids, fire and other substances. [14] [16]
Whatever the problem identified, the TEI must be seen from the perspective of gender equality. In order to do this, the first step is to investigate gender disparities in different areas and levels among students, teaching staff and administration. In this regard, some of the following areas are analyzed: Number of male and female teaching staff
A gender equal curriculum shows the diversity of society when increasing examples that highlight successful female characters in texts as well as in the examples used during classes. Instructional materials, including textbooks, handouts or workbooks, should be studied to determine whether they are gender biased, gender neutral or gender ...