López-Medina, Esteban FranciscoLópez Medina, Esteban Francisco2023-08-092023-08-092023-06-16López-Medina, E. F. (2023). Feminist Academic Activism in English Language Teaching: The Need to Study Discourses on Femininities Critically. Education Sciences, 13(6):616. Retrieved from http://dx.doi.org/10.3390/educsci1306061610.3390/educsci13060616https://hdl.handle.net/20.500.14352/87413Social research into English Language Teaching (ELT) has a long history. Within it, gender studies have gained ground in recent decades, with special focus on materials and resources. However, a proper integration of the category of femininity has not yet been achieved. The article offers an ample, argumentative, narrative literature review of the main realizations of femininity, as theorized in recent years, such as emphasized femininity or entitled femininity, as well as some other concepts like ambivalent sexism and postfeminism. It is written as the second item within a series of papers that aims to theoretically support the assumption of Feminist Critical Discourse Analysis as a suitable method to discover how all these social phenomena interact in ELT contexts, helping to shape its (gender’s) hidden curriculum. The paper concludes the necessity of integrating the issue of femininities in teacher training programs and in social research in ELT, for the sake of making this field more a liberating practice and less a means of (re)production of (gender) inequalities. To do so, it offers areas of interest for critical researchers and ELT practitioners to carry out such empirical investigation, which is the upcoming stage in this sequence of publications.engAttribution-NonCommercial-NoDerivatives 4.0 Internationaljournal article2227-7102https://www.mdpi.com/2227-7102/13/6/616open access371.339681'24337.01337.015.4;316FemininityPostfeminismResearchSexismEnglish Language TeachingHumanidadesMétodos de enseñanzaFeminismoEnseñanza de la lengua y la literaturaSociología de la educación (Educación)57 Lingüística58 Pedagogía