Regulations of inclusive language in public argentinian universities

Abstract

This article studies the unique case of the habilitation, through regulations, the inclusive language in the public argentinian universities. First, it develops a review of the current discussions and postures about this use, with a gender disruptive perspective. In a second place, it looks the recent (and in progress) argentinian case: how much universities allow this, throw what instrument and since when, what kind of language regulates and to whom, between other elements to observe. The question below this writing is about the possibilities and the implications of the incorporation and regulation of the inclusive language in the academia, but also about the language possibilities and potential uses with a  gender disruptive perspective.