The controversy over the alleged sexism of French in Action (Capretz, 1987, 1994) is analyzed within the context of key differences between French and AmeTIcan feminist thought. AmeTIcan students and professors tend to impose their own culturally informed beliefs about gender stereotypes and literary realism on the foreign language textbook. Read within a French cultural context and from a perspective that emphasizes the important role played by the video component of French in Action, this text can be more accurately perceived as a postmodernist, feminist cTItique of Hollywood's heterosexual romance narrative and of conventional discourses of masculinity. The debate over French in Action provides an opportunity to include foreign language study and pedagogies in current discussions of curTIcular transformation in the academy.
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