The inclusion of the gender/sexual-affective spectrum in english language teacher education: an international proposal within the European Union
The education system reinforces cisheteronormative norms, often portraying traditional gender roles and heteronormative relationships, thus covertly discriminating against cishetero women and LGBTQ+ individuals. This lack of inclusion is both institutional —due to the absence of binding EU education...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad de Burgos (UBU) |
| Repositorio: | Repositorio Institucional de la Universidad de Burgos (RIUBU) |
| OAI Identifier: | oai:riubu.ubu.es:10259/10175 |
| Acceso en línea: | http://hdl.handle.net/10259/10175 |
| Access Level: | acceso embargado |
| Palabra clave: | EFL Teacher Training Gender equality LGBTQ+ inclusion Trans-inclusive Feminism Formación del profesorado de EFL Igualdad de género Inclusión de LGBTQ+ Feminismo transinclusivo Profesores-Formación profesional Profesores de inglés Discriminación sexual en la enseñanza Teachers-Training of English teachers Sex discrimination in education 5803.02 Preparación de Profesores |
| Sumario: | The education system reinforces cisheteronormative norms, often portraying traditional gender roles and heteronormative relationships, thus covertly discriminating against cishetero women and LGBTQ+ individuals. This lack of inclusion is both institutional —due to the absence of binding EU educational guidelines on gender diversity—, and individual —as many educators lack understanding of the topic—. While interventions exist to raise awareness of gender and sexual orientations, they often overlook non-normative identities beyond homosexuality in EFL classrooms. This Ph.D. dissertation addresses this gap by proposing an international, asynchronous online training course for EFL teachers, following the ADDIE-X model. The results show that participants improved their understanding of gender and sexual-affective identity issues, shifted their prior misconceptions, and became more willing to incorporate these topics into their teaching, which highlights the need for broader access to such training across the EU. |
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