Teaching Gender Inclusive Language in Professional Writing

Autor

  • Amanda Wray University of North Carolina, Asheville

Abstrakt

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.

Bibliografia

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.

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Jak cytować

Wray, Amanda. 2016. „Teaching Gender Inclusive Language in Professional Writing”. "Res Rhetorica" 3 (2). https://resrhetorica.com/index.php/RR/article/view/142.