Non-binary language in the classroom: the disruption of the social emergency in the face of the power of the norm

For some years now, Argentina has been one of the foci of the appearance, in diverse scenarios, of certain linguistic uses sheltered under the name of “inclusive language”. This article focuses on the field of higher studies, while recognizing its circulation and the large group of national universi...

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Autor principal: Bórtoli, Pamela V.
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro de Investigaciones de la Facultad de Filosofía y Humanidades 2022
Materias:
teaching
university
language
inclusion
norm
enseñanza
universidad
lenguaje
inclusión
norma
Acceso en línea:https://revistas.unc.edu.ar/index.php/recial/article/view/39628
Aporte de:
Revistas de la UNC de Universidad Nacional de Córdoba
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spelling I10-R10-article-396282022-12-08T18:56:39Z Non-binary language in the classroom: the disruption of the social emergency in the face of the power of the norm Lenguaje no binario en las aulas: lo disruptivo de la emergencia social frente al poder de la norma Bórtoli, Pamela V. teaching university language inclusion norm enseñanza universidad lenguaje inclusión norma For some years now, Argentina has been one of the foci of the appearance, in diverse scenarios, of certain linguistic uses sheltered under the name of “inclusive language”. This article focuses on the field of higher studies, while recognizing its circulation and the large group of national universities that approved its use through resolutions of the Superior Council and the Board of Directors. It is based on the hypothesis that it is a challenge for national universities to lay out a descriptive grammar that guides those who wish to use inclusive/non-sexist language and advances in a systematization that recognizes three different positions: on the one hand, a “line of androcentric language”, supported by those who support the existence of a pure language and cling to the norm; on the other, a “binary language line”, made up of those who try to make women visible; finally, a “non-binary language line”, which groups the uses that consider all people not subsumed in the male/female dichotomy. A didactic proposal is offered that allows addressing this problem and provides tools to decide -or not- to use a non-sexist or inclusive language. Desde hace algunos años, Argentina es uno de los focos de la aparición, en escenarios diversos, de ciertos usos lingüísticos cobijados bajo el nombre de “lenguaje inclusivo”. Este artículo se centra en el campo de los estudios superiores, en tanto se reconoce su circulación y el numeroso grupo de universidades nacionales que aprobaron su uso a través de resoluciones del Consejo Superior y el Consejo Directivo. Se parte de la hipótesis de que es un desafío de las universidades nacionales diagramar una gramática descriptiva que oriente a quienes deseen usar el lenguaje inclusivo/no sexista y se avanza en una sistematización que reconoce tres posturas diferentes: por un lado, una «línea de lenguaje androcéntrico», apoyada por quienes sostienen la existencia de una lengua pura y se aferran a la norma; por otro, una «línea de lenguaje binario», conformada por quienes intentan visibilizar a las mujeres; por último, una «línea de lenguaje no binario», que agrupa los usos que consideran a todas las personas no subsumidas en la dicotomía masculino/femenino. Se ofrece una propuesta didáctica que permite abordar esta problemática y pone a disposición herramientas para decidir -o no- utilizar un lenguaje no sexista o inclusivo. Centro de Investigaciones de la Facultad de Filosofía y Humanidades 2022-12-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/recial/article/view/39628 Recial; Vol. 13 Núm. 22 (2022): Dossier: La cuestión andina y sus letras coloniales. Homenaje a la Dra. Elena Altuna; 338-352 2718-658X 1853-4112 10.53971/2718.658x.v13.n22 spa https://revistas.unc.edu.ar/index.php/recial/article/view/39628/39732 https://revistas.unc.edu.ar/index.php/recial/article/view/39628/39733 https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-10
container_title_str Revistas de la UNC
language Español
format Artículo revista
topic teaching
university
language
inclusion
norm
enseñanza
universidad
lenguaje
inclusión
norma
spellingShingle teaching
university
language
inclusion
norm
enseñanza
universidad
lenguaje
inclusión
norma
Bórtoli, Pamela V.
Non-binary language in the classroom: the disruption of the social emergency in the face of the power of the norm
topic_facet teaching
university
language
inclusion
norm
enseñanza
universidad
lenguaje
inclusión
norma
author Bórtoli, Pamela V.
author_facet Bórtoli, Pamela V.
author_sort Bórtoli, Pamela V.
title Non-binary language in the classroom: the disruption of the social emergency in the face of the power of the norm
title_short Non-binary language in the classroom: the disruption of the social emergency in the face of the power of the norm
title_full Non-binary language in the classroom: the disruption of the social emergency in the face of the power of the norm
title_fullStr Non-binary language in the classroom: the disruption of the social emergency in the face of the power of the norm
title_full_unstemmed Non-binary language in the classroom: the disruption of the social emergency in the face of the power of the norm
title_sort non-binary language in the classroom: the disruption of the social emergency in the face of the power of the norm
description For some years now, Argentina has been one of the foci of the appearance, in diverse scenarios, of certain linguistic uses sheltered under the name of “inclusive language”. This article focuses on the field of higher studies, while recognizing its circulation and the large group of national universities that approved its use through resolutions of the Superior Council and the Board of Directors. It is based on the hypothesis that it is a challenge for national universities to lay out a descriptive grammar that guides those who wish to use inclusive/non-sexist language and advances in a systematization that recognizes three different positions: on the one hand, a “line of androcentric language”, supported by those who support the existence of a pure language and cling to the norm; on the other, a “binary language line”, made up of those who try to make women visible; finally, a “non-binary language line”, which groups the uses that consider all people not subsumed in the male/female dichotomy. A didactic proposal is offered that allows addressing this problem and provides tools to decide -or not- to use a non-sexist or inclusive language.
publisher Centro de Investigaciones de la Facultad de Filosofía y Humanidades
publishDate 2022
url https://revistas.unc.edu.ar/index.php/recial/article/view/39628
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first_indexed 2023-02-28T06:24:28Z
last_indexed 2023-02-28T06:24:28Z
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