IDENTIFYING GENDER INEQUALITY ELEMENTS IN CURSES AND METHODOLOGY FOR DISCUSSING THEM IN EDUCATION

Abstract

This article examines the presence of gender inequality elements in curses as part of oral folklore and proposes a methodological framework for integrating their critical discussion into the educational process. Curses, while functioning as expressive speech acts, reflect social attitudes, stereotypes, and cultural perceptions of gender roles. In many contexts, curses directed toward women are linked to their domestic responsibilities, appearance, or motherhood, whereas curses toward men emphasize authority, strength, and social dominance. This imbalance reproduces gender inequality embedded in cultural heritage. The article argues that discussing these linguistic elements in education not only enhances cultural literacy but also promotes critical thinking and gender sensitivity among students.