Helen Sauntson
I am Professor of English Language and Linguistics at York St John University, UK. My main research areas are classroom discourse analysis and language, gender and sexuality. I am the author of Researching Language, Gender and Sexuality: A Student Guide (Routledge, 2020), Language, Sexuality and Education (Cambridge University Press, 2018), Approaches to Gender and Spoken Classroom Discourse (Palgrave, 2012) and co-author (with Liz Morrish) of New Perspectives on Language and Sexual Identity (Palgrave, 2007). I am the co-editor of Language, Sexualities and Desires: Cross-Cultural Perspectives (Palgrave, 2007), Gender and Language Research Methodologies (Palgrave, 2008) and Global Perspectives and Key Debates in Sex and Relationships Education (Palgrave, 2015). I co-edit (with Allyson Jule) the Palgrave Studies in Language, Gender and Sexuality book series and the Cambridge Elements in Language, Gender and Sexuality book series (with Holly Cashman).
Address: Lord Mayor's Walk, York, YO31 7EX, United Kingdom
Address: Lord Mayor's Walk, York, YO31 7EX, United Kingdom
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Books by Helen Sauntson
Each chapter examines results of empirical research into school experiences of LGBTQ+ students, and the experiences and perspectives of teachers and parents. All contributions are theoretically informed by aspects of queer theory and/or critical feminist theory, with additional insights from psychological, sociological and linguistic perspectives. Contributing chapters consider how educational workers may question socially sanctioned concepts of normality in relation to gender and sexuality in ways that benefit all students, and how they can ‘queer’ schools to make them less oppressive in terms of gender and sexuality.
Expertly written and researched, this book is an invaluable resource for researchers, policymakers and students in the fields of education, sociology, gender studies and anyone with an interest in gender and sexuality studies.
This accessible guidebook offers an outline of the practical steps and ethical guidelines involved when gathering linguistic data for the purpose of investigating gender and sexuality. Each chapter contains up-to-date information and empirical case studies that relate to a range of topics within the field of language, gender and sexuality, as well as suggestions for how students could practically research the areas covered.
Student-friendly, this is essential reading for undergraduate and postgraduate students of English language, linguistics and gender studies.
Book chapters by Helen Sauntson
The chapter uses data from interviews with lesbian and bisexual-identified young women in which they discuss their experiences of negotiating and enacting their sexual identities in the school environment. The interviews are analysed using Bucholtz and Hall’s tactics of intersubjectivity framework to examine how participants understand their sexuality identities in relation to the secondary school context. Findings indicate that the frequent enactments of homophobia and biphobia through silence, ignoring and censoring in the school environment were particularly salient for the young women in the study. Furthermore, analysis of the interviews provides insight into some of the reasons for this gendered experience which relate to the UK school context and some specific strategies for challenging homophobia and biphobia that the participants have developed.
Each chapter examines results of empirical research into school experiences of LGBTQ+ students, and the experiences and perspectives of teachers and parents. All contributions are theoretically informed by aspects of queer theory and/or critical feminist theory, with additional insights from psychological, sociological and linguistic perspectives. Contributing chapters consider how educational workers may question socially sanctioned concepts of normality in relation to gender and sexuality in ways that benefit all students, and how they can ‘queer’ schools to make them less oppressive in terms of gender and sexuality.
Expertly written and researched, this book is an invaluable resource for researchers, policymakers and students in the fields of education, sociology, gender studies and anyone with an interest in gender and sexuality studies.
This accessible guidebook offers an outline of the practical steps and ethical guidelines involved when gathering linguistic data for the purpose of investigating gender and sexuality. Each chapter contains up-to-date information and empirical case studies that relate to a range of topics within the field of language, gender and sexuality, as well as suggestions for how students could practically research the areas covered.
Student-friendly, this is essential reading for undergraduate and postgraduate students of English language, linguistics and gender studies.
The chapter uses data from interviews with lesbian and bisexual-identified young women in which they discuss their experiences of negotiating and enacting their sexual identities in the school environment. The interviews are analysed using Bucholtz and Hall’s tactics of intersubjectivity framework to examine how participants understand their sexuality identities in relation to the secondary school context. Findings indicate that the frequent enactments of homophobia and biphobia through silence, ignoring and censoring in the school environment were particularly salient for the young women in the study. Furthermore, analysis of the interviews provides insight into some of the reasons for this gendered experience which relate to the UK school context and some specific strategies for challenging homophobia and biphobia that the participants have developed.