Abstract
Analyses of gender representation in foreign language textbooks typically show stereotyping and relative exclusion of female characters (Mills and Mustapha, Gender Representation in Learning Materials. New York: Routledge, 2015). Language textbooks are also extremely heteronormative (Sunderland and McGlashan, Language Issues, 26(2), 17–26, 2015). But while even new textbooks are unlikely to feature explicitly gay relationships, their representations can be relatively non-heteronormative. Analysts can thus explore degrees of heteronormativity, ranging from (say) explicitly heterosexual couples, to same-sex friends, the latter allowing several readings. And readings are important—‘meaning’ residing both in a text, and how it is ‘consumed’. Influenced, or perhaps not, by the teacher, students may have different interpretations of a text: are these explored? (Sunderland et al. 2000). How is a non-heteronormative reading proposed by a student responded to? This is important: not only is every classroom likely to include learners who do not identify as heterosexual, but promoting social inclusivity and an understanding of diversity should surely underpin all education.
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Notes
- 1.
This study was funded by the British Council.
- 2.
Such heteronormativity has also been observed in a widely used Canadian biology textbook (Bazzul and Sykes 2011).
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Sunderland, J. (2021). Foreign Language Textbooks and Degrees of Heteronormativity: Representation and Consumption. In: Pakuła, Ł. (eds) Linguistic Perspectives on Sexuality in Education. Palgrave Studies in Language, Gender and Sexuality. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-64030-9_2
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