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Exploring the Use of the 'They' Pronouns Singularly in English
Shawn Johnson California State University, Fullerton Exploring the use of the ‘they’ pronouns singularly in English Standard English textbooks state that when the gender of a referent is unknown, the default pronoun to be used is the masculine one, and that such usage is actually gender-neutral. A common example in textbooks is “ Everyone must bring his book to class.” Today, however, this usage does not in the mind of some speakers truly convey an image of both males and females being included. Instead, it sounds like the class is filled with only males. Several strategies have been suggested and used to try to avoid usage that some feel sounds sexist. The most commonly used method in somewhat formal settings is to say his or her . This has had fairly widespread acceptance, but it can be quite cumbersome when used multiple times: “A student should bring his or her book to class if he or she wishes to use it during his or her test so that he or she may get a better grade on his or her report card.” A few writers have chosen to alternate between using he gender-neutrally and using she gender- neutrally, but this has not become very popular and certainly doesn’t occur in everyday speech. In writing, some people use a composite form, such as (s)he , s/he , or he/she , or the genitive his/her , but these forms are not used in speech. Writing is usually expected to reflect speech, but in this case, it does not. In fact, it is actually hard to express the composite form (s)he verbally when reading it, as I just tried to do. -
Vasudevan-Dissertation-2019
“Because We Care”: Youth Worker Identity and Persistence in Precarious Work The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Vasudevan, Deepa Sriya. 2019. “Because We Care”: Youth Worker Identity and Persistence in Precarious Work. Doctoral dissertation, Harvard Graduate School of Education. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081490 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA “Because We Care”: Youth Worker Identity and Persistence in Precarious Work Deepa Sriya Vasudevan Dr. Roberto G. Gonzales Dr. Sara Lawrence-Lightfoot Dr. Sarah Dryden-Peterson Dr. Gretchen Brion-Meisels A Thesis Presented to the Faculty of the Graduate School of Education of Harvard University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education 2019 © 2019 Deepa Sriya Vasudevan All Rights Reserved i Acknowledgements I am so grateful to mentors, colleagues, family, and friends, who have contributed to my journey as a doctoral student and my development of this research. My committee members –– Roberto G. Gonzales, Sara Lawrence-Lightfoot, Sarah Dryden-Peterson, and Gretchen Brion Meisels –– have all contributed my growth as a scholar and educator. Roberto, since our first conversations about our shared background in youth work, you have continuously encouraged me to explore my questions about community-based organizations and practitioners. Thank you for bringing newfound curiosity and questions that have helped shaped my research. -
Chapter 23 Somali Gender Polarity Revisited Morgan Nilsson University of Gothenburg
Chapter 23 Somali gender polarity revisited Morgan Nilsson University of Gothenburg The notion of gender polarity is a well established part of the description of Somali nouns. It refers to the phenomenon that in most Somali nouns a change in number is accompanied by a simultaneous change in gender, and it implies that number is actually expressed by means of the change in gender. However, from a synchronic point of view there seems to be little evidence for such an interpretation, as plural gender is realised solely through the shape of the definite article suffix on the noun itself. In this article the main argumentsfor the standard description are investigated and an alternative solution based on typological considerations of the data is proposed, claiming that gender is not relevant in the plural. In- stead, the form of the plural definite article is predictable from the gender of the noun inthe singular, together with some morpho-phonological characteristics of the stem. Additionally, many nouns traditionally claimed to be plural are argued here to be formally singular and mostly collective. 1 Gender polarity According to the traditional point of view, Somali has two genders and two morphemes expressing definiteness, one for each gender: {k}1 for masculine gender and {t} for femi- nine gender. The same morphemes are used both in the singular and in the plural,and the majority of Somali nouns change their gender when they change their number. All nouns that are feminine and take the article {t} in the singular become masculine and take the article {k} in the plural; whereas most nouns that are masculine and take the article {k} in the singular become feminine and take the article {t} in the plural. -
Pronouns: a Resource Supporting Transgender and Gender Nonconforming (Gnc) Educators and Students
PRONOUNS: A RESOURCE SUPPORTING TRANSGENDER AND GENDER NONCONFORMING (GNC) EDUCATORS AND STUDENTS Why focus on pronouns? You may have noticed that people are sharing their pronouns in introductions, on nametags, and when GSA meetings begin. This is happening to make spaces more inclusive of transgender, gender nonconforming, and gender non-binary people. Including pronouns is a first step toward respecting people’s gender identity, working against cisnormativity, and creating a more welcoming space for people of all genders. How is this more inclusive? People’s pronouns relate to their gender identity. For example, someone who identifies as a woman may use the pronouns “she/her.” We do not want to assume people’s gender identity based on gender expression (typically shown through clothing, hairstyle, mannerisms, etc.) By providing an opportunity for people to share their pronouns, you're showing that you're not assuming what their gender identity is based on their appearance. If this is the first time you're thinking about your pronoun, you may want to reflect on the privilege of having a gender identity that is the same as the sex assigned to you at birth. Where do I start? Include pronouns on nametags and during introductions. Be cognizant of your audience, and be prepared to use this resource and other resources (listed below) to answer questions about why you are making pronouns visible. If your group of students or educators has never thought about gender-neutral language or pronouns, you can use this resource as an entry point. What if I don’t want to share my pronouns? That’s ok! Providing space and opportunity for people to share their pronouns does not mean that everyone feels comfortable or needs to share their pronouns. -
'They' As a Singular Pronoun Can Change the World
HOW USING ‘THEY’ AS A SINGULAR PRONOUN CAN CHANGE THE WORLD by Davey Shlasko Y NOW YOU KNOW that calling people the pronouns Bthey want to be called is a basic and necessary way to demon- strate respect for their identities. Tis includes learning to use nonbinary pronouns such as singular they. But using singular they is far more than a way to respect friends who have gender identities outside the binary. Singular they has exciting potential to be part of a radical shift in the dominant gender culture. Changing the culture may seem like a mighty task for one little pronoun. But actually, it wouldn’t be the first time that a pronoun was near the center of a momentous cultural shift. First, a quick review on singular they, for those who need to get caught up: Some people who fall under the broad defi- nition of trans have gender identities other than man or woman. People describe these identities as non-binary, genderqueer, non- 1 gendered, gender-fluid, and many other terms – some recently coined, and some stemming from long-standing traditions in various cultures from around the world. Some (not all) people who experiences our genders in these ways ask people to avoid binary gendered language when referring to us, including the third person pronouns “he” and “she.” To replace “he” and “she,” people have coined a variety of new pronouns. Tese haven’t caught on much outside queer spaces, for reasons that linguists can explain better than I can. (It has to do with how slowly pronousn tend to evolve in languages - apparently, adjusting how we use a pronoun that already exists is more likely to catch on than adding a new pronoun to the lexicon.) Other people use “they” as a gender- neutral singular alternative, and this has proved comparatively easy for trans allies to respect. -
Guide to Being a Trans Ally* 2 Introduction
the incredibly detailed honest forthright fully comprehensive completely blunt wonderfully helpful and witty exposition on a topic that makes some people stress because they doubt they understand it or know enough about it but they’ll soon be ready to talk because this compelling and transformative (no pun intended) little publication will answer lots of questions and start to demystify the not-at-all secret world of people who are transgender and become your tried and trusted guide to being a trans ally* 2 Introduction 5 Equality Guideposts 6 Chapter 1: Words. A lot of words. Chapter 2: Who are allies, anyway? contents 20 28 Chapter 3: Working through the barriers 46 Chapter 4: Going further on the journey 57 Chapter 5: Come out, come out, wherever you are 63 Equality Literacy 70 Acknowledgments 71 About PFLAG National 72 Connect with Straight for Equality 1 introduction Allies have been indispensable in the journey of transgender people. Without them, this would be a very lonely road. Alyssa If there’s one thing that we can say about being an ally, it’s this: It is all about the journey. When PFLAG National launched the Straight for Equality program in 2007, the mission was— if you’ll excuse our nearly inexcusable pun—pretty straightforward. We wanted to create a resource and community for people who are not lesbian, gay, bisexual, transgender, or queer/ questioning (LGBTQ+) to understand why their voices are critical to achieving equality for all, and provide them with the information and tools to effectively raise their voices. To lead people on the path from “Soooo not my issue…” to one of support (or even Super Ally status), we’d have to start at the very beginning. -
THE SWEDISH LANGUAGE Sharingsweden.Se PHOTO: CECILIA LARSSON LANTZ/IMAGEBANK.SWEDEN.SE
FACTS ABOUT SWEDEN / THE SWEDISH LANGUAGE sharingsweden.se PHOTO: CECILIA LARSSON LANTZ/IMAGEBANK.SWEDEN.SE PHOTO: THE SWEDISH LANGUAGE Sweden is a multilingual country. However, Swedish is and has always been the majority language and the country’s main language. Here, Catharina Grünbaum paints a picture of the language from Viking times to the present day: its development, its peculiarities and its status. The national language of Sweden is Despite the dominant status of Swedish, Swedish and related languages Swedish. It is the mother tongue of Sweden is not a monolingual country. Swedish is a Nordic language, a Ger- approximately 8 million of the country’s The Sami in the north have always been manic branch of the Indo-European total population of almost 10 million. a domestic minority, and the country language tree. Danish and Norwegian Swedish is also spoken by around has had a Finnish-speaking population are its siblings, while the other Nordic 300,000 Finland Swedes, 25,000 of ever since the Middle Ages. Finnish languages, Icelandic and Faroese, are whom live on the Swedish-speaking and Meänkieli (a Finnish dialect spoken more like half-siblings that have pre- Åland islands. in the Torne river valley in northern served more of their original features. Swedish is one of the two national Sweden), spoken by a total of approxi- Using this approach, English and languages of Finland, along with Finnish, mately 250,000 people in Sweden, German are almost cousins. for historical reasons. Finland was part and Sami all have legal status as The relationship with other Indo- of Sweden until 1809. -
1 Statement on Gender and Language Date
STATEMENT ON GENDER AND LANGUAGE DATE: October 25, 2018 OVERVIEW: As both a product and an engine of human culture, language is inherently dynamic and ever-evolving. Regarding the intersection of language, gender, and equity, the English language has been in a period of active shift for several decades. That dynamism is reflected in the evolution of NCTE’s position statements on gender and language through the last forty years. In 1978, NCTE published the first predecessor of this statement with the help of the Committee on the Status of Women in the Workplace. Originally titled “Guidelines for Nonsexist Use of Language in NCTE Publications,” the document was revised first in 1985, and again in 2002, when the Women in Literacy and Life Assembly (WILLA) renamed it “Guidelines for Gender-Fair Use of Language.” At that time, the statement explored the ways in which language reflects and shapes understandings of gender, and it offered examples of ways in which language might promote the fair treatment of women and girls in early-childhood, elementary, secondary, and postsecondary educational settings. The current document, “Statement on Gender and Language” (2018), reflects NCTE’s ongoing commitment to gender equity in education, and also builds on contemporary understandings of gender that include identities and expressions beyond a woman/man binary. Rather than reinscribe the gender binary or cisnormativity (the assumption that each person’s gender identity corresponds to the sex they were assigned at birth), this document aims to support people of all genders. This statement will discuss how gender differs from sex and sexuality; will explain what is meant by the term gender binary; will recommend ways educators might use language to reflect the reality of gender diversity and support gender diverse students; and will highlight resources English language arts educators at any level may use to support more nuanced and inclusive understandings and discussions of gender in classrooms, schools, and broader communities. -
Gender Neutral Language
I S S N : 2 5 8 2 - 2 942 L E X F O R T I L e g a l J o u r n a l Vol-II Issue- I October, 2020 I S S N : 2 5 8 2 - 2 942 DISCLAIMER No part of this publication may be reproduced or copied in any form by any means without prior written permission of Editor-in-chief of LexForti Legal Journal. The Editorial Team of LexForti Legal Journal holds the copyright to all articles contributed to this publication. The views expressed in this publication are purely personal opinions of the authors and do not reflect the views of the Editorial Team of LexForti. Though all efforts are made to ensure the accuracy and correctness of the information published, LexForti shall not be responsible for any errors caused due to oversight otherwise. I S S N : 2 5 8 2 - 2 942 EDITORIAL BOARD Editor in Chief Rohit Pradhan Advocate Prime Dispute [email protected] Editor in Chief Sridhruti Chitrapu Member | CiArb [email protected] Editor Nageshwar Rao Professor (Banking Law) 47+ years of scholarly experience Editor Dr Rajanikanth M Assistant Professor | Management Symbiosis International University Editor Foram Thakar Assistant Professor | L J School of Law I S S N : 2 5 8 2 - 2 942 EDITORIAL BOARD Editor Nandita Reddy Advocate Prime Dispute Editor Romi Kumari Student Editor Editor Shubhangi Nangunoori Student Editor I S S N : 2 5 8 2 - 2 942 ABOUT US LexForti Legal News and Journal offer access to a wide array of legal knowledge through the Daily Legal News segment of our Website. -
Japanese Female and 'Trans' Athletes
Japanese Female and ‘Trans’ Athletes: Negotiating Subjectivity and Media Constructions of Gender, Sexuality, and Nation by Satoko Itani A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Curriculum, Teaching & Learning Ontario Institute for Studies in Education University of Toronto © Copyright by Satoko Itani (2015) Japanese Female and ‘Trans’ Athletes: Negotiating Subjectivity and Media Constructions of Gender, Sexuality, and Nation Satoko Itani Doctor of Philosophy Department of Curriculum, Teaching & Learning Ontario Institute for Studies in Education University of Toronto 2015 Abstract The focus of this thesis is twofold: 1) the construction of Japanese female athletes in ‘masculine’ sports by Japanese media in terms of gender, sexuality, ethnicity, and nation; and 2) Japanese female and ‘trans’ athletes’ negotiation with Japanese gender and sexuality norms in the formation of their gendered subjectivities. A theoretical framework informed by feminist, queer, and postcolonial theories is used to analyze the discursive constructions and constitution of subjectivities of Japanese female and ‘trans’ athletes in the ‘masculine’ sports of soccer and wrestling. Critical discourse analysis (CDA) was employed to analyze Japanese mainstream newspaper and magazines published between 2001 and 2012 and in-depth interviews with twelve Japanese female and ‘trans’ athletes in wrestling and soccer. The result of the media analysis illustrates that Japanese mainstream media used multiple normative and normalizing ii discursive tactics to construct Japanese female athletes within patriarchal, sexist, and heterosexist gender and sexual norms. These discourses were also mobilized in the reporting of international competitions in which the success of Japanese female athletes was appropriated to construct Japanese national identity in order to recuperate Japanese masculinity. -
New Latin Grammar
NEW LATIN GRAMMAR BY CHARLES E. BENNETT Goldwin Smith Professor of Latin in Cornell University Quicquid praecipies, esto brevis, ut cito dicta Percipiant animi dociles teneantque fideles: Omne supervacuum pleno de pectore manat. —HORACE, Ars Poetica. COPYRIGHT, 1895; 1908; 1918 BY CHARLES E. BENNETT PREFACE. The present work is a revision of that published in 1908. No radical alterations have been introduced, although a number of minor changes will be noted. I have added an Introduction on the origin and development of the Latin language, which it is hoped will prove interesting and instructive to the more ambitious pupil. At the end of the book will be found an Index to the Sources of the Illustrative Examples cited in the Syntax. C.E.B. ITHACA, NEW YORK, May 4, 1918 PREFACE TO THE SECOND EDITION. The present book is a revision of my Latin Grammar originally published in 1895. Wherever greater accuracy or precision of statement seemed possible, I have endeavored to secure this. The rules for syllable division have been changed and made to conform to the prevailing practice of the Romans themselves. In the Perfect Subjunctive Active, the endings -īs, -īmus, -ītis are now marked long. The theory of vowel length before the suffixes -gnus, -gna, -gnum, and also before j, has been discarded. In the Syntax I have recognized a special category of Ablative of Association, and have abandoned the original doctrine as to the force of tenses in the Prohibitive. Apart from the foregoing, only minor and unessential modifications have been introduced. In its main lines the work remains unchanged. -
Practicing Gender Pedagogy: the Case of Egalia
Cilt 7 / Sayı 4, 2019 Eğitimde Nitel Araştırmalar Dergisi - ENAD Journal of Qualitative Research in Education - JOQRE Practicing Gender Pedagogy: The Case of Egalia Toplumsal Cinsiyet Pedagojisine Yönelik bir Uygulama: Egalia Örneği Tuba Acar Erdol* To cite this article/ Atıf icin: Acar Erdol, T. (2019). Practicing gender pedagogy: The case of Egalia. Egitimde Nitel Arastirmalar Dergisi – Journal of Qualitative Research in Education, 7(4), 1365-1385. doi:10.14689/issn.2148- 624.1.7c.4s.3m Abstract. Egalia is a state-funded pre-school that provides education to 1-6-year-old Article Info children in Sweden. What separates Egalia from other schools is the gender-neutral pedagogy practiced in the school. The aim of this study was to investigate the dimensions Received: 31.05.2019 of the gender-neutral pedagogy practiced in the school and the principles it is based on. A Revised: 13.09.2019 document analysis approach was followed in the present investigation. A total of 16 Accepted: 30.09.2019 documents have been gathered and content analysis was administered. The results have been grouped under the following themes: school’s objectives; philosophy; philosophical principles; educational principles; curriculum approach; gender-neutral pedagogy and the effects of this particular pedagogy on school activities, emotions, character traits, and the language and materials used in the school; recruitment of gender pedagogues, school’s recruitment policy, teachers’ roles and school-parent relationship. A gender-neutral pedagogy model has been presented based on the results. Keywords: Egalia, gender, pedagogical approach, early childhood, preschool. Öz. Egalia bir ile altı yaş arasındaki çocuklara hizmet veren İsveç’te bir devlet anaokuludur.