De subjetividades generizadas en medio de la escolarización segregada por sexo
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Despite growing Colombian studies on the relationship between gender and language, little is renowned for the phenomenon of single-sex schooling. As an English teacher, I not only witnessed the implications of such naive schooling but also observed how contemporary media urged (re)considering and spreading sex-segregated education to improve academic performance. Yet, learners’ embodied experiences and local struggles for power in the community of practice contended local micro-practices of resistance in the institutional interstices. Thus, this study problematizes compulsory heterosexuality beneath the sex/gender learning differences discourse by relying on critical and post-structuralist feminist theory. That issue has inspired an interpretive-qualitative study that attempts to analyze discourses of learners, to identify enactments of subjectivities about its gendered nature in a sex-segregated learning environment at a private school in Bogotá. The purpose of this qualitative research was twofold. First, it aimed at analyzing the EFL learner's (re)configuration of gendered subjectivities in the frame of a sex-segregated schooling setting. Similarly, this study sought to unveil the social actors involved in the linguistic constructions of the heteronormative discourse of sex-gender differences. Accordingly, by queering tenets from Feminist Post-structural Discourse Analysis (Baxter, 2003) and Critical Discourse Analysis (Fairclough, 2001), it was considered to examine a corpus devised of significant moments of interactions. In this vein, via Conversational Analysis and Speech Acts theory (Searle, 2001), audio-recorded classroom interaction and its transcripts. Consequently, data analysis was inductively performed resulting in one emerging theme: performing a gendered subjectivity a polyhedral ongoing struggle. The results shed light on how the gendered subjectivities of learners are deemed as complex and polyhedral. Implications, therefore, allow teacher-researchers in educational settings to study asymmetric sociolinguistic power relationships. Since, there is a need to focus on extending research on gender and English teaching and learning, as language is not the academic goal, but the means of mediating socio-cultural meanings.