Example：10.1021/acsami.1c06204 or Chem. Rev., 2007, 107, 2411-2502
A response to Moore: challenging queer erasure, not erasing it ELT Journal (IF2.028), Pub Date : 2021-06-25, DOI: 10.1093/elt/ccab031 Angelos Bollas
I thank Ashley Moore (2021) for taking the time to read my article and raise his concerns. I am also grateful for having the chance to clarify some points that can possibly generate similar concerns to other readers. Indeed, I was originally puzzled when I read Moore’s interpreting of my arguments as an attempt to erase queer lives from ELT. It is of great importance for me to clarify that erasing queer lives from ELT was what prompted me to write this article and argue for a diversity-focused approach that ensures no identity is erased. Moore (2021) raised three concerns with my article. He assumed that I encouraged publishers and ELT professionals to stop working towards making ELT materials more inclusive, that I claimed that forming romantic relationships is in itself a characteristic of homonormativity, and that I argued that portrayals of drag queens are not radical because drag has become part of mainstream culture. Indeed, the last point is accurately identified and well interpreted by Moore. I did suggest that a particular form of drag has entered mainstream culture and, therefore, there is not much that is radical about it, especially when it is presented to Western audiences/learners in the global North. I believe this point, though, is of little importance to ELT practitioners. For this reason, I will not address it further here, but I invite Moore to refer to Heller’s (2020) work on drag. With this response, though, I would like to address Moore’s (2021) first two points of concern in the hope that I further clarify my argument so that no other reader reaches similar conclusions.