Eva Mikuska
University of Portsmouth, UNITED KINGDOM; https://orcid.org/0000-0003-2486-9643
Andre Kurowski
University of Chichester, UNITED KINGDOM; https://orcid.org/0000-0002-8841-3365
DOI: https://doi.org/10.36534/erlj.2024.02.10
Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal. Volume 2024-2(12). BELIEFS IN LINGUISTIC EDUCATION, pp. 75-89.
Abstract
Gender diversity is a current and much debated topic. Students are entering university with contemporary meanings and beliefs around the use of language in the discussion of gender that can challenge traditional value systems surrounding biological determination. This qualitative research was carried out with Early Childhood Studies students by means of self-directed focus groups. The aims were to investigate students’ views on the language of gender diversity, gender differences, and the extent to which language can reflect and create gender identity. The research finding provides deeper understanding about how a group of traditional and non-traditional students interpret, use, and understand the language of gender.
Keywords: Gender dysphoria, gender inclusive language, discourse, semantics, identity
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