Constructing Gendered Identities and Agency through Classroom Discourse in a Foreign Language Learning Context
This study investigates constructing gendered identities and agency through classroom discourse in a foreign language context by drawing on data collected through semi-structured interviews and classroom observations in two Foundation Institutes in the Arabian Gulf. Informed by poststructural feminism, Foucault’s (1972) power relations, and Butler’s (2004) performativity theories, the article investigates how students’ behaviors in […]

