Page 113 - Šolsko polje, XXXI, 2020, 5-6: Teaching Feminism, ed. Valerija Vendramin
P. 113
. šorli ■ feminism and gender-neutral language: between systems and effects
group, as a great deal has already been said about the problem of the gener-
ic use of the masculine gender that significantly influences language use
in educational institutions (Gastil, 1990; Bahovec, 1992; Kunst Gnamuš,
1995; Žagar & Milharčič Hladnik, 1996; Hellinger & Bussmann, 2001;
Hellinger & Motschenbacher, 2015; Šribar, 2010; Bajić, 2012; Perger, 2016;
Kern & Vičar, 2019, etc.). The role of teaching materials and language re-
sources is also briefly discussed, focusing on the social role of the diction-
ary, which is remarkably powerful in both language standardisation and
GNL.
Gender-Neutral Language in Nomenclatures and Terms of Address
The origins of GNL in Slovenia and the social climate surrounding it
can be traced back to the two-year discussion initiated by European and
national authorities (1995–1997) (cf. Umek, 2008, p. 58), which led to a
revision of the gendered entries found in the Standard Classification of
Occupations (1997). Recent research conducted by Bajić (2012) compared
the views and behaviour of Slovenian and Serbian high school students
and showed that Slovenian students have a significantly more positive at-
titude towards this issue than their Serbian counterparts, who have nev-
er been exposed to language policies of this kind. Thus, research on the
implementation of GNL in Slovenia and Serbia has shown that language
policies significantly influence the use and awareness of young speakers
(high school students). GNL is considered not only in education, but also
in various other areas of public life, such as law (e.g. Štajnpihler Božič,
2019). Although the problem of nomenclatures and naming seems to be
the most obvious example, it is in fact one of many levels where gender
asymmetry manifests itself. As noted, the most deeply rooted problem
arises from gendered address and gendered marking of the symbolic as-
pects of language. Although expressed in a variety of forms, the latter is
equally problematic in many languages (e.g. Hellinger & Bussman, 2001).
Teaching Materials
Another study of GNL in the pedagogical field was conducted by Kranjc
(2019, pp. 395–404), who examines pedagogical discourse in language
teaching materials on the basis of which students form concepts about
gender roles. Kranjc also finds that this is a frequently addressed topic
in Slovenia, but that teachers lack adequate guidance on how to increase
their sensitivity to GNL. The analysed materials showed that it was rare-
ly possible to avoid stereotypical gender roles intentionally (ibid., pp. 399–
400). Moreover, many existing Slovenian language teaching materials
continue to reflect disproportionate attention devoted to male and female
111
group, as a great deal has already been said about the problem of the gener-
ic use of the masculine gender that significantly influences language use
in educational institutions (Gastil, 1990; Bahovec, 1992; Kunst Gnamuš,
1995; Žagar & Milharčič Hladnik, 1996; Hellinger & Bussmann, 2001;
Hellinger & Motschenbacher, 2015; Šribar, 2010; Bajić, 2012; Perger, 2016;
Kern & Vičar, 2019, etc.). The role of teaching materials and language re-
sources is also briefly discussed, focusing on the social role of the diction-
ary, which is remarkably powerful in both language standardisation and
GNL.
Gender-Neutral Language in Nomenclatures and Terms of Address
The origins of GNL in Slovenia and the social climate surrounding it
can be traced back to the two-year discussion initiated by European and
national authorities (1995–1997) (cf. Umek, 2008, p. 58), which led to a
revision of the gendered entries found in the Standard Classification of
Occupations (1997). Recent research conducted by Bajić (2012) compared
the views and behaviour of Slovenian and Serbian high school students
and showed that Slovenian students have a significantly more positive at-
titude towards this issue than their Serbian counterparts, who have nev-
er been exposed to language policies of this kind. Thus, research on the
implementation of GNL in Slovenia and Serbia has shown that language
policies significantly influence the use and awareness of young speakers
(high school students). GNL is considered not only in education, but also
in various other areas of public life, such as law (e.g. Štajnpihler Božič,
2019). Although the problem of nomenclatures and naming seems to be
the most obvious example, it is in fact one of many levels where gender
asymmetry manifests itself. As noted, the most deeply rooted problem
arises from gendered address and gendered marking of the symbolic as-
pects of language. Although expressed in a variety of forms, the latter is
equally problematic in many languages (e.g. Hellinger & Bussman, 2001).
Teaching Materials
Another study of GNL in the pedagogical field was conducted by Kranjc
(2019, pp. 395–404), who examines pedagogical discourse in language
teaching materials on the basis of which students form concepts about
gender roles. Kranjc also finds that this is a frequently addressed topic
in Slovenia, but that teachers lack adequate guidance on how to increase
their sensitivity to GNL. The analysed materials showed that it was rare-
ly possible to avoid stereotypical gender roles intentionally (ibid., pp. 399–
400). Moreover, many existing Slovenian language teaching materials
continue to reflect disproportionate attention devoted to male and female
111
