By Jayne Moon
There's something certain approximately instructing youngsters. Jayne Moon's educational rigour and lecture room adventure tell each web page of this booklet - yet what shines via is a feeling of the privilege it truly is to take part in a persons studying at this age of their lives. this can be a sensible guide with plenty of instructing feedback - however it is usually a resource of concept. teenagers studying English was once hugely counseled within the Duke of Edinburgh English Language festival in 2000.
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Additional resources for Children Learning English
In ‘naturalgender’ languages such as English where gender is not marked in the same way, a combination of Second and Third Wave analysis is necessary. Feminist analysis and activity have changed in relation to sexism, from a concern with trying to ban or reform terms which seemed to be intrinsically sexist, as much work in the 1970s and 1980s seemed to do, towards a type of research which examines the way that a variety of terms may function within particular circumstances to operate as sexist.
Because of this move away from the top-down model of Second Wave feminism, Third Wave feminism finds it difficult to discuss sexism, since sexism as a concept is based on the idea that discrimination against women is systematic and sexism is imposed on women by those in positions of power, it is ingrained in social structures and works to the benefit of all men (patriarchy). However, as I have argued in this introduction, it is not necessary to focus on the global nature of women’s oppression and to view sexism as homogeneous; instead we can analyse the local context where sexism is interpreted and still retain a sense of the wider social and institutional norms which inform local usage.
Sexism is better understood as a set of discursive practices and stereotypical knowledge which changes over time and which can be challenged, rather than as the reflection of a fixed and unchanging patriarchy. Furthermore, rather than assuming that all men are contemptuous of women, we need to be able to see sexism as a resource available to men but which not all men draw on. Working with more complex models of the differences within gender categories and trying to integrate models of gender with factors of race, age, education and sexual orientation, have led many feminists working on language and gender to move away from a concern with sexist language, precisely because of these problems of essentialism.
Children Learning English by Jayne Moon