Gender-justice and the development of intersectional thinking: evidence from an intermediate French course. (1st September 2022)

• Record Type: Journal Article
• Authors: Knisely, Kris Aric
• Is Part Of: CFC intersections. Volume 1(2022)
• Page Start: 147
• Page End: 160
• Publication Date: 2022-09-01
• Subjects: Civilization, Modern -- French influences; French language; French literature; Cross-cultural studies; France; Periodicals; 306.094405
• DOI: 10.3828/cfci.2022.11
• Languages: English
• ISSNs: 2752-552X

Abstract

Abstract : Language educators are increasingly recognizing the importance of pedagogies that engage with students as whole persons, particularly from a gender-just and intersectional paradigm. However, action on this ethical impetus is often limited by a nexus of inadequate training, materials, and research. Using data from 112 US undergraduate students of intermediate-level French, this study investigates the possible relationships among gender-just practices and the development of students' intersectional thinking. Results suggest that gender-just pedagogies are a viable tool for increasing students' exposure to, awareness of, and ability to engage in thinking about intersections and intersectionality.