Educare alla parità: il femminile nascosto e stereotipato in una grammatica per le scuole secondarie di secondo grado

Abstract

Linguistic sexism and discrimination against women through an unequal, androcentric language is particularly cur-rent. In this article the attention is on the school context, in particular the linguistic models offered by a manual for the first two years of High School. The first paragraph will briefly summarize the initiatives aimed at promoting gen-der equality between men and women in Italy with particular attention to those aimed at schools and universities. The following paragraphs shows the data derived from the analysis of a grammar intended for high schools and currently in use in numerous Lombard institutes: Con metodo, edited by Marcello Sensini. The analysis revealed the substantial lack of interest in the feminization of professional terms and the prevalent use of the inclusive masculine. The manual also offers a vision of female and male roles that is very traditional, stereotyped and not very open to an equal representation of the two sexes.