Embodied Femininities in Language Pedagogy. A Study of Two Language Teachers’ Experiences

Abstract

Gender studies have become relevant for English language teaching and initial teacher education. This study uses a narrative inquiry approach to inspect two language teachers’ life stories in an initial teacher education program. We document how their femininities and identities are embodied through their language pedagogy since it is a praxis that allows resistance and resurgence against paradigms that limit their identities. Findings reveal that femininities provide a broader spectrum of individual gender realities and constructions. Teachers’ femininities are embodied in teachers’ practices. This is why some traits of these embodiments can be related to hegemonic aspects of gender, without this necessarily meaning that there is no resistance in the pedagogical field. On the contrary, it shows the capacity to redefine these attitudes that, from the pedagogical perspective, resist the hegemony of teacher gender identity.