Lær mer om forholdet mellom kjønn og språk

Professor Joanna Pawelczyk fra Adam Mickiewicz universitet i Poznan vil gjesteforelese ved Universitetet i Agder i perioden 26.-30.april.

  Joanna Pawelczyk har lang erfaring som forsker på felt som språk, kjønn og diskursanalyse. Hun vil holde følgende to forelesninger ved UiA: joanna_pawelczyk_sm Mandag 27. april kl. 09.15-10.00: «Methodological issues in the current language, gender and sexuality studies». Forelesningen finner sted i auditorium B 2004. Tirsdag 28. april kl. 11.15-12.00: «Gendered discourses in the EFL classroom: A focus on Poland».  Forelesningen finner sted i auditorium B 2002.   Forelesningene er åpne for alle. Vel møtt!   Sammendrag for forelesningene:  Methodological issues in the current language, gender and sexuality studies The talk will give a brief overview of the development of the studies on the relationship between gender and language use. The early findings and approaches to examining the role of gender in language use will be problematised in terms of their methodologies. The presentation will focus on the current methodological debate (performativity vs. ethnomethodology) in the field concerning the question whose categories (analysts’ or participants’) should inform data analysis. The issue of whether the methodologies of performativity studies can be (successfully) combined with ethnomethodology to uncover gendered discourses will be addressed. To illustrate my arguments, I will use data extracts from a corpus of American women soldiers’ interviews (audio-or videotaped) conducted by volunteers for the Veterans History Project run by the Library of Congress. Gendered discourses in the EFL classroom: Focus on Poland Education as an institution constructs and regulates gendered identities (Jones 2006), typically endorsing hegemonic gendered identities and heteronormativity. Through curricular choices and various forms of classroom interactions teachers are in fact able to reinforce, for instance, the subordinate role of girls and women and the dominant role of boys and men (Freeman and McElhinny 1996: 261). Learning English productively and receptively ‒ among other things ‒ is learning to conceptualize the world in a gendered way, it can also involve learning (or relearning) a gendered discourse role (Sunderland 1994: 7). In this presentation I will look into the context of the Polish EFL classroom to discuss how various gendered discourses emerge in the EFL classroom interactions and whether ‒ and if so how ‒ they are interactionally negotiated by teachers and students. The data to be discussed in this presentation were collected by means of ethnography for the British Council-funded project entitled “Investigating gender and sexuality in the ESL classroom: Raising publishers’, teachers’ and students’ awareness”. The interactions were recorded at Polish state-run schools at the primary, middle and secondary levels and interpreted with insights of critical discourse analysis (see Rogers 2011) as well as critical pedagogies (Norton and Tooney 2003; Monchinski 2008) and queer linguistics (Motschenbacher 2011; Nelson 2007).  
Senter for likestilling
Universitetsveien 25 H
Universitetet i Agder
Postboks 383, Alnabru
0614 Oslo
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