2026-06-30T01:24:13Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/114892026-03-25T01:05:37Zcom_10259_6158com_10259_5086com_10259_2604col_10259_8539

Muñoz Martín, Lucía 2026-03-24T10:48:22Z 2026-03-24T10:48:22Z 2025 979-13-7006-273-6 https://hdl.handle.net/10259/11489 Western societies often operate within binary classifications, placing concepts in opposition, such as good/bad or male/female (Crawley et al., 2008). This classification results in hierarchical structures that privilege the dominant identity—in this case, the male perspective, although transversally, many more as well—resulting in the marginalisation of those who do not fit within these categories (Bergara et al., 2010). This marginalisation is not only evident in personal interactions but also in larger societal structures, such as educational systems, where these gendered assumptions are often reinforced through language and curriculum. eng http://creativecommons.org/licenses/by-nc/4.0/ info:eu-repo/semantics/openAccess Atribución-NoComercial 4.0 Internacional A guide for the use of the game «guess who?» for practicing gender-neutral language in the efl info:eu-repo/semantics/bookPart