Browsing by Author "Lomotey, B.A."
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Item Exploring Gender Ideologies in Social Media Jokes during the Coronavirus Pandemic(Gender Studies, 2021) Lomotey, B.A.This paper investigates contemporary gender ideologies as manifested in social media during the 2020 coronavirus pandemic. Using a Feminist Critical Discourse Analysis approach, the author analyses jokes in memes and news items posted through social media in the form of videos, pictures, and texts. Specifically, it focuses on how gender stereotypes and ideologies are constructed and sustained through humour, in several themes built upon gendered representations. The author analyses the complex configuration of factors such as beliefs, stereotypes, and ideologies, which, closely interwoven, form the tapestry of the gender order. Additionally, in order to establish the constancy of gender ideologies over time and across cultures, a correlation is made between the gender ideologies reflected in proverbs and those manifested in the internet memes. The study contends that the complex role of humour enhances the subtle propelling of gender stereotypes and ideologies and ultimately, the existing gender status quoItem The gender enrolment gap in foreign language education revisited: Contemporary issues in a Ghanaian higher education institution(System, 2023) Lomotey, B.A.; Csajbok-Twerefou, J.; Husein, A.A-R.; Diabah, G.This paper investigates the intersection between gender and foreign language education with specific reference to subject choice, motivation, and achievement. The study was carried out at a Ghanaian public university, amongst students of the following Bachelor of Arts foreign language programmes: Arabic, Chinese, French, Kiswahili, Russian and Spanish. Through a thematic analysis of transcribed focus group discussions and desk-research of relevant administrative documents, the authors inquire why a gender enrolment gap exists in the foreign language pro grammes and if indeed, certain languages are perceived as more masculine than others. The findings of the study confirm the existence of a gender gap in foreign language education. Par ticipants also considered some languages such as Spanish and French as more feminine. Regarding their motivation, participants noted both integrative and instrumental factors that motivated them to study the foreign language. Additionally, the study found no statistical sig nificance between the performance of females and males. However, males performed slightly better than females in Arabic, French, Kiswahili and Russian whereas females performed better in Spanish and Chinese. This paper investigates the intersection between gender and foreign language education with specific reference to subject choice, motivation, and achievement. The study was carried out at a Ghanaian public university, amongst students of the following Bachelor of Arts foreign language programmes: Arabic, Chinese, French, Kiswahili, Russian and Spanish. Through a thematic analysis of transcribed focus group discussions and desk-research of relevant administrative documents, the authors inquire why a gender enrolment gap exists in the foreign language pro grammes and if indeed, certain languages are perceived as more masculine than others. The findings of the study confirm the existence of a gender gap in foreign language education. Par ticipants also considered some languages such as Spanish and French as more feminine. Regarding their motivation, participants noted both integrative and instrumental factors that motivated them to study the foreign language. Additionally, the study found no statistical sig nificance between the performance of females and males. However, males performed slightly better than females in Arabic, French, Kiswahili and Russian whereas females performed better in Spanish and Chinese.Item The gender enrolment gap in foreign language education revisited: Contemporary issues in a Ghanaian higher education institution(System, 2023) Lomotey, B.A.; Csajbok-Twerefou, I.; Husein, A.A-R.; Diabah, G.This paper investigates the intersection between gender and foreign language education with specific reference to subject choice, motivation, and achievement. The study was carried out at a Ghanaian public university, amongst students of the following Bachelor of Arts foreign language programmes: Arabic, Chinese, French, Kiswahili, Russian and Spanish. Through a thematic analysis of transcribed focus group discussions and desk-research of relevant administrative documents, the authors inquire why a gender enrolment gap exists in the foreign language programmes and if indeed, certain languages are perceived as more masculine than others. The findings of the study confirm the existence of a gender gap in foreign language education. Participants also considered some languages such as Spanish and French as more feminine. Regarding their motivation, participants noted both integrative and instrumental factors that motivated them to study the foreign language. Additionally, the study found no statistical significance between the performance of females and males. However, males performed slightly better than females in Arabic, French, Kiswahili and Russian whereas females performed better in Spanish and Chinese.Item The gender enrolment gap in foreign language education revisited: Contemporary issues in a Ghanaian higher education institution(System, 2023) Lomotey, B.A.; Csajbok-Twerefou, I.; Husein, A.A-R.; Diabah, D.This paper investigates the intersection between gender and foreign language education with specific reference to subject choice, motivation, and achievement. The study was carried out at a Ghanaian public university, amongst students of the following Bachelor of Arts foreign language programmes: Arabic, Chinese, French, Kiswahili, Russian and Spanish. Through a thematic analysis of transcribed focus group discussions and desk-research of relevant administrative documents, the authors inquire why a gender enrolment gap exists in the foreign language pro grammes and if indeed, certain languages are perceived as more masculine than others. The findings of the study confirm the existence of a gender gap in foreign language education. Par ticipants also considered some languages such as Spanish and French as more feminine. Regarding their motivation, participants noted both integrative and instrumental factors that motivated them to study the foreign language. Additionally, the study found no statistical sig nificance between the performance of females and males. However, males performed slightly better than females in Arabic, French, Kiswahili and Russian whereas females performed better in Spanish and Chinese.Item Gender ideologies and power relations in proverbs: A cross-cultural study(Journal of Pragmatics, 2020) Lomotey, B.A.; Chachu, S.The current study attempts to explore gender ideologies and sexism taking into account the representation of women and men in European Spanish and French proverbs. Basing their research on an interdisciplinary approach, the authors aim at critically reviewing the construction and representation of gender identities in proverbs using Glick and Fiske's Ambivalent Sexism Theory and Feminist Critical Discourse Analysis of proverbs culled from published collections and Internet sources. The study focuses among other things on how men are represented in proverbs as opposed to women when it comes to physical, emotional, intellectual, financial, and leadership qualities. Amongst other things, this study shows how discourses of biological essentialism are used to justify what is presented as a natural gender order and the effects of these perceptions on the social order.Item Investigating University of Ghana Students’ Beliefs and Attitudes about Spanish and Russian Language Learning and their effects on Motivation(Marang: Journal of Language and Literature, 2020) Lomotey, B.A.; Boasiako, A.A.Item Language reform: A critical look at its chances of success in the Spanish context(Gender and Language, 2014-09) Lomotey, B.A.In order to establish the impact of antisexist language proposals on the Spanish language, questionnaires were administered to discover factors that can obstruct or facilitate the elimination of linguistic sexism. Issues that were investigated included speakers' perceptions about sexism in Spanish, speakers' opinions about the relevance of language reform and speakers' reaction to antisexist language proposals. Despite the challenges faced by feminist linguistic campaigns, some positive changes in reactions to nonsexist language suggestions were found. This paper reveals that these changes are encouraging indicators of the potential success of language reform attempts. © 2015, equinox publishing.Item Making Spanish gender fair: a review of anti-sexist language reform attempts from a language planning perspective(Current Issues in Language Planning, 2018-01) Lomotey, B.A.More than four decades after the commencement of feminist linguistic activities, the author critically analyses the bottlenecks in the implementation of the European Spanish non-sexist language policies. Through the lenses of language planning, this study demonstrates that these obstacles are, firstly, the difficulty faced by feminist language planning in pervading the different domains and secondly, the limitations posed by language practices, beliefs and management. Other principal factors include inadequate attention to the role of local contexts in the implementation of gender-fair language. Using a survey, the author finally provides current data on speakers’ acceptance or rejection of non-sexist language alternatives. It also provides qualitative data on participants’ reaction to anti-sexist language reform attempts and discusses how these factors can be taken into consideration in feminist language planning.Item Professional development perspectives on Global Citizenship Education in Ghana(Educational Research, 2023) Parejo, J-L.; Lomotey, B.A.; Reynés-Ramon, M.; Cortón-Heras, M-O.Background: Increasingly incorporated into curricula worldwide, Global Citizenship Education (GCE) is a complex and evolving area of education. As the significance of GCE in the classroom grows, so does the need for insight into professional development for GCE educators. Given that many approaches to GCE have typically stemmed from ‘global North’ contexts, it is particularly important to research this area from ‘global South’ perspectives. This paper contributes by reporting on a study conducted in an initial teacher education setting in Ghana. Purpose: The study aimed to investigate prospective teachers’ viewpoints on GCE. It sought to explore aspects including how pre service teachers understood the orientation, meaning and rele vance of GCE teaching and their views on the debates surrounding GCE’s underlying approaches and values. Methods: Participants were 16 pre-service teachers who had taken GCE courses during their degree programmes at a university in Ghana. Data were collected through three focus group discussions and analysed qualitatively. Findings: In-depth analysis of the rich data suggested that partici pants had generally positive perceptions about GCE, whilst obser ving challenges and tension in the relationships between local, national and global issues. Whereas some were of the opinion that GCE had a neocolonial orientation, focusing on Western ele ments over other cultures, others expressed the view that GCE content could be reoriented to address local issues as well. Although participants felt that greater practical experience could strengthen their learning, they believed they had obtained ade quate skills in terms of content and theory for the teaching of GCE. Conclusion: The study draws attention to the need for educators to be supported from an early stage and throughout their career journeys with professional development in GCE that invites explora tion, critical thinking and challenge.