Article
English, Spanish, Italian, Portuguese
ID: <
oai:doaj.org/article:da242d6fe7724768891f63d39819ea7e>
·
DOI: <
10.15645/Alabe2019.20.11>
Abstract
While movements questioning the sexist nature of Spanish emerged several decades ago, in Argentina the topic was widely known and at the centre of media and social media debates during 2018. From that year onwards, the use of morfema – and as a new gender mark objecting to the patriarchal paradigm and binarism – began to spread. I am attentive to this, in this article, addressing the different forms of gender-neutral language and looking at their circulation in the field of education, specifically in the field of tertiary education. First, I note the different forms of non-sexist language and characterise them as discursive marks of diversity and traces of disensus that set the scene of invisibilised generic identities. I then show the relevance of gender-neutral language as the object of analysis, with a view to language education that fosters plurality and critical thinking. To this end, I analyse some discursive reading and writing practices in educational institutions. Finally, I emphasise that gender-neutral language puts issues related to identity, ideology, rules and correction at stake. Their treatment in classes can open spaces for debate and discussion and have an impact on the deepening of linguistic reflection and respect for diversity