A critical analysis of a gender-inclusive tale for English-language teaching at primary school level

Abstract

Gender is defined as a cultural and social construction and gender stereotypes are considered general beliefs about how women and men are supposed to be represented in our society. Primary school students need to acknowledge the importance of gender equality and recognise how gender stereotyping can limit people’s ambitions, interests, and behaviours (Furman, 2019), often reinforcing discrimination and bullying based on gender. The use of critical literacy in the English as a Foreign Language (EFL) primary classroom can be a strong tool to reconsider these old conceptions and stereotypes and a valuable source for language teaching. For the purpose of this chapter, we analyse how women tend to be stereotyped in tales, in contraposition to men. We are aware though that this is a binary construction and that there are also nonbinary and trans people who might not consider themselves as male or female. Therefore, the main aim of this chapter is to explore how children’s literature helps to promote gender equality in the EFL primary classroom.