Libros de texto y nacional-catolicismo en las dictaduras salazarista y franquista

Ferreira, António Gomes; García, Erika González

doi:10.1590/s1678-4634202147238548

Cited by 2 publications

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References 4 publications

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“…Their occupation is limited to professions such as washer-women, sewists, bakers or agricultural workers on farms. On the other hand, men work to earn a living to support the family (Ferreira and García, 2021).…”

Section: Development Model Of Gender Socializationmentioning

confidence: 99%

Development model of gender socialization: school textbooks gender analysis in Georgia

Tabatadze¹,

Gorgadze²

2022

JME

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Purpose This study aims to explore gender equality in school textbooks in Georgia. Design/methodology/approach The research had the following questions: To what extent are women and men visible and represented equally in school textbooks? How do school textbooks promote gender socialization of boys and girls to be treated equally in terms of power and privileges, superiority and inferiority? Do school textbooks promote critical thinking and analysis of gender issues and problems? The content analysis of the qualitative research method was used to answer the research questions. Findings The research revealed that males remain more visible in school textbooks; however, the authors mainly attempt to balance the gender representation in textbooks quantitatively. The textbooks do not socialize girls and boys as equals in power, privileges, superiority and inferiority. The textbooks do not provide room for discussing gender and social justice issues. Originality/value The study is an original work. The study contributes to the development of the field of multicultural education, as it develops the three levels model of gender socialization based on the empirical research data. The first, detection level, implies the visibility of both boys and girls equally in school textbooks. The second, the recognition level of gender socialization, acknowledges gender equality in occupations, activities and power and privileges. The third, the affirmation level, develops a critical understanding of gender issues and gender equality in society.

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Section: Development Model Of Gender Socializationmentioning

confidence: 99%

Development model of gender socialization: school textbooks gender analysis in Georgia

Tabatadze¹,

Gorgadze²

2022

JME

View full text Add to dashboard Cite

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Woman against a Woman? Inherited Discourses to Reproduce Power: A Gender Discourse Analysis of School Textbooks in the Context of Georgia

Tabatadze¹

2023

Education Sciences

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This study conducted a critical discourse analysis of research studies on school textbooks conducted in Georgia. The research aimed to address the following questions: What specific discourses are identified in school textbooks developed under the first, second, and third generations of the National Curriculum in Georgia? What factors contribute to the development of these identified discourses in the context of Georgia’s educational system? A total of ten published research studies in this field were selected for analysis. Feminist Critical Discourse Analysis (FCDA), developed by Lazar was used for the categorization of discourses. This discourse analysis yielded significant findings and carried both theoretical and practical implications. First, the study uncovers a noteworthy pattern in school textbooks and contributes to the development of a framework for analyzing school textbooks. Second, the study identified the formation of specific discourses through the omission and invisibility of women. This pattern is termed the development of “language-free” discourses. Third, the study demonstrated that the structural power of women in education alone is insufficient for transforming power relations through discursive practices. Therefore, in order to achieve transformation and change, it is important to challenge and transform the learned and inherited discourses of those who hold power in education. Fourth, the value of this research study is its contribution to identifying future research directions in the field.

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Libros de texto y nacional-catolicismo en las dictaduras salazarista y franquista

Cited by 2 publications

References 4 publications

Development model of gender socialization: school textbooks gender analysis in Georgia

Development model of gender socialization: school textbooks gender analysis in Georgia

Woman against a Woman? Inherited Discourses to Reproduce Power: A Gender Discourse Analysis of School Textbooks in the Context of Georgia

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