Abstract
This study explores Filipino journalism educators’ perspectives on integrating gender-fair language in English (GFLE) into teaching, addressing a research gap in inclusive journalism education within a conservative societal context. Recognizing language as a tool for fostering social equity, the study investigates educators’ views on GFLE’s role in promoting ethical reporting and challenging gender stereotypes. Utilizing a qualitative approach, the researchers collected data through a survey with 20 journalism educators across Philippine higher education institutions, 13 of whom participated in follow-up email interviews. The findings reveal a consensus on the necessity of GFLE to ensure respect for diverse identities and to reduce media biases. However, participants highlighted cultural and institutional barriers, such as deeply rooted patriarchal norms and inadequate curricular support, that hinder the integration of GFLE into journalism education. This study underscores the importance of embedding GFLE in journalism curricula to equip future media practitioners with the necessary skills to produce inclusive, socially responsible content that reflects societal diversity.
Presenters
Veronico TarrayoProfessor, Department of English, University of Santo Tomas, Manila, the Philippines, Philippines
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Gender and Development, Gender Equality/Equity, Gender-fair Language, Inclusive Journalism Education
