The SAGE Handbook of Gender and Education brings together leading scholars on gender and education to provide an up-to-date and broad-ranging guide to the field. It is a comprehensive overview of different theoretical positions on equity issues in schools. The contributions cover all sectors of education from early years to higher education; curriculum subjects; methodological and theoretical perspectives; and gender identities in education. Each chapter reviews, synthesises, and provides a critical interrogation of key contemporary themes in education. This approach ensures that the book will be an indispensable source of reference for a wide range of readers: students, academics and practitioners.
Chapter 21: Gender and Modern Language Education
Gender and Modern Language Education
The thematization of gender in the scholarship on modern language education is indebted to and must be read against broader changes that have taken place over the past three decades in feminist theory and women and gender studies.1 Much like the history of feminism itself, research on foreign language education and gender has moved from a focus on gender as a stable and isolated characteristic of identity that affects how languages are learned to a poststructuralist emphasis on the language learner as a subject discursively constructed through language and characterized by multiple differences, including those of gender, race, ethnicity, and age, among others.
As will be discussed in this chapter, however, the manner in which gender has ...