Startseite Linguistik & Semiotik Chapter 6 A critical look at ‘Pato’ y ‘Maricón’: Puerto Rican Gay teachers’ interventions with homophobic language
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Chapter 6 A critical look at ‘Pato’ y ‘Maricón’: Puerto Rican Gay teachers’ interventions with homophobic language

  • Gabriel T. Acevedo Velázquez
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The Weaponizing of Language in the Classroom and Beyond
Ein Kapitel aus dem Buch The Weaponizing of Language in the Classroom and Beyond

Abstract

In this chapter, the author employs critical discourse analysis (CDA) alongside a narrative frame to interrogate how interventions against homophobic slurs in Puerto Rico are thought of and/or understood by gay teachers. Data was collected from three Puerto Rican teachers who identify as gay. An analysis of the data revealed two broad themes that characterized how these teachers thought of and engaged with the pato/maricón rhetoric: 1) talking or hesitating about homophobic language and 2) drawing upon personal Puerto Rican queer culture references and/or experiences to communicate with students. In addition to the themes, counterexamples that directly tie into the participants’ understanding of the two main themes are provided. The findings highlight the benefits of these teachers’ having the lenses and experiences to understand and make sense of homophobic slurs as well as implement interventions that may prevent the harmful and weaponized way language may be utilized.

Abstract

In this chapter, the author employs critical discourse analysis (CDA) alongside a narrative frame to interrogate how interventions against homophobic slurs in Puerto Rico are thought of and/or understood by gay teachers. Data was collected from three Puerto Rican teachers who identify as gay. An analysis of the data revealed two broad themes that characterized how these teachers thought of and engaged with the pato/maricón rhetoric: 1) talking or hesitating about homophobic language and 2) drawing upon personal Puerto Rican queer culture references and/or experiences to communicate with students. In addition to the themes, counterexamples that directly tie into the participants’ understanding of the two main themes are provided. The findings highlight the benefits of these teachers’ having the lenses and experiences to understand and make sense of homophobic slurs as well as implement interventions that may prevent the harmful and weaponized way language may be utilized.

Kapitel in diesem Buch

  1. Frontmatter I
  2. Preface V
  3. Contents VII
  4. Chapter 1 An introduction to the weaponizing of language in the classroom and beyond 1
  5. Chapter 2 Language weaponization, missed opportunities, and transformational spaces in Bangladeshi English departments: A biographical perspective 13
  6. Chapter 3 Flipping the script: A collaborative autoethnography of agency and voices in the weaponization of bilingual education in Taiwan 35
  7. Chapter 4 The price we pay: An autobiographical dialogue of linguistic violence in the African diaspora 63
  8. Chapter 5 “That’s easy”: An analysis of speech acts in an instance of cross-cultural miscommunication 89
  9. Chapter 6 A critical look at ‘Pato’ y ‘Maricón’: Puerto Rican Gay teachers’ interventions with homophobic language 109
  10. Chapter 7 The weaponization of Setswana: Implications for marginalized languages in Botswana 127
  11. Chapter 8 Using your own language against you: Spanish in U.S. classrooms 147
  12. Chapter 9 Banned books in K-12 classrooms: Weaponization of children and young adolescent literature 169
  13. Chapter 10 French variations and language weaponization in US higher education 191
  14. Chapter 11 Dismantling weaponizing language in teacher preparation programs 213
  15. Afterword: Language weaponization and its harm 231
  16. Editors 237
  17. Contributors 239
  18. Index 243
https://doi.org/10.1515/9783110799521-006

Kapitel in diesem Buch

  1. Frontmatter I
  2. Preface V
  3. Contents VII
  4. Chapter 1 An introduction to the weaponizing of language in the classroom and beyond 1
  5. Chapter 2 Language weaponization, missed opportunities, and transformational spaces in Bangladeshi English departments: A biographical perspective 13
  6. Chapter 3 Flipping the script: A collaborative autoethnography of agency and voices in the weaponization of bilingual education in Taiwan 35
  7. Chapter 4 The price we pay: An autobiographical dialogue of linguistic violence in the African diaspora 63
  8. Chapter 5 “That’s easy”: An analysis of speech acts in an instance of cross-cultural miscommunication 89
  9. Chapter 6 A critical look at ‘Pato’ y ‘Maricón’: Puerto Rican Gay teachers’ interventions with homophobic language 109
  10. Chapter 7 The weaponization of Setswana: Implications for marginalized languages in Botswana 127
  11. Chapter 8 Using your own language against you: Spanish in U.S. classrooms 147
  12. Chapter 9 Banned books in K-12 classrooms: Weaponization of children and young adolescent literature 169
  13. Chapter 10 French variations and language weaponization in US higher education 191
  14. Chapter 11 Dismantling weaponizing language in teacher preparation programs 213
  15. Afterword: Language weaponization and its harm 231
  16. Editors 237
  17. Contributors 239
  18. Index 243
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Heruntergeladen am 11.1.2026 von https://www.degruyterbrill.com/document/doi/10.1515/9783110799521-006/html
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