Gender Fairness Orientation in English Language for Curriculum Development: Issues and Prospects

Ngwu; Martina Nnenna Ph.D; Ogah; Isaac Eguarkhide Ph.D

doi:10.56201/jhsp.v10.no5.2024.pg159.167

📄 Download Paper

Gender Fairness Orientation in English Language for Curriculum Development: Issues and Prospects

Ngwu, Martina Nnenna Ph.D, Ogah, Isaac Eguarkhide Ph.D

Abstract

This paper looks at how gender fairness should be implemented in the society to minimize women harassment and brutality to a reasonable extent because the attitude of the kind of life style one chooses to live is not innate but acquired. Therefore, women should be allowed to enjoy equal right and resources with men. However, this paper focused on the meaning of gender fairness, gender fairness in the use of language and general body contact in both male and female. English language is a gender language. It addresses everyone as a male in most cases. When someone’s sex is not known, male gender is used to address that person in English instead of neutral form of words except for inanimate objects. This paper also elucidates gender fairness in English Language, issues and prospects as it relates to curriculum development. The best way to resolve conflict is through educating or orienting the people involved. If gender fairness is integrated in the curriculum, it will be a better avenue for orientation and awareness. The paper concludes that female forms of words should be used as often as the male forms to ensure gender fairness in English language. It was suggested among others that students should be part of gender fairness awareness by carrying out investigations on gender discrimination in their environment and bring them for discussion and possible solution in the classroom.

References

Arat, N. (2017). Feminizmin ABC’si. Istanbul: Say Yayinlari Baharul Islam, K.M. (2018). Issues in language teaching: Gender in language education. From https://www.researchgate.net/publication/328364966. Clarke, K. (2011). The paradovical approach to intimate partner violence in Finland, Finland Journal, 6, (1), 9-19. Cullen, D.L. (2003). Women monitoring in academic addressing the gender gap in education. Academic Journal, 5, (2), 125-137. Eivind, K. (2017). What is the benefit of gender equality? Retrieved April 17, 2020, from hptts://www’quora.com/what-is-the-benefit-of-gender-equality. Gabriel, U., Gygax, P.M. & Makuhn, E.A. (2018). Neutralizing linguistic sexism: Promising but cumbersome. 21 (5),1011-1023. Gustafsson, S.M., Lindholm, T. & Sikstrom, S. (2014). Biases in news media as reflected by personal pronouns in evaluative concepts. Soc. Psycho, 45, 103-111. Hellinger, M. & Bufsman, (2003). Gender across languages: The linguistic representation of women and men. Armsterdan: Benjamins International Planned Parenthood Federation, (2017). Gender equality strategy and implementation plan from https://www.ippf.org>files. King James Version (2012). The Holy Bible. New York: Amityville Logan, S. & Johnson, R. (2009). Gender differences in reading ability and attitude: Examining where these differences lie. Journal of Research in Reading, 32, (2), 129-214. Murni, M. (2010). Language and gender equality in English language teaching from https://www.researchgate.net/pulication/47630437. Nazife, A. (2014). Gender in English teaching course books. Elsevier: Procedia-Social and Behavioural Sciences. Philips, D. (n.d). Promoting gender equality in the English language classroom. George Town: George Town university. Ridgeway, C.L. & Correll, S.J. (2004). Unpacking the gender system: A theoretical perspective on gender beliefs and social relations. Gend, Soc. 18, 510-531. Seker, M. & Dincer, A. (2014). An analysis of gender stereotyping in English teaching course books. Cukurova university, Faculty of Education Journal, 43, (1), 90-98. Sivasligil, P. (2006). Gender ideology in 6th,7th and 8th grade course books. Turkey: Turkish Ministry of National Education. Soylemez, A.S. (2011). A study on how social gender is constructed in EFL course books. Elsevier: Procedia-social and behavioural sciences. Stahlberg, D., Braun, F., Irmen, L., & Sczensny, S. (2007). Representation of sexes in language and communication. New York: Psychology press. Tuba, A.E. (2018). Development of gender equality and its reflective assessment from https://www.researchgate.net/publication/325577067. UNESCO, (2015). A guide for gender equality in teacher education policy and practices (PDF). Paris: UNESCO

Gender Fairness Orientation in English Language for Curriculum Development: Issues and Prospects

Abstract

References

More Articles from JOURNAL OF HUMANITIES AND SOCIAL POLICY