A Study of Gender Positioning and Occupational Roles in Selected Primary School English Language Textbooks

Ismail, Habibah; Dato'Hj, Bahiyah D.; Hamid, Aidil Abdul; Yasin, Mohamad Subakir Mohd; Othman, Zarina; Keong, Yuen Chee; Jaludin, Azhar

doi:10.18848/1447-9494/cgp/v18i12/47827

Cited by 6 publications

(4 citation statements)

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“…In a study on the gender balance in illustration of textbooks carried out by Oyebola (2003) it was found that the selected textbooks included gender imbalanced illustrations. The findings of the present study are also similar to the findings from the study done by Ismail et al, (2012). However, the findings obtained from above table oppose Dominguez (2003) who has argued that the trend is changing and publishers are careful not to publish gender sensitive contents in school textbooks.…”

Section: Visibilitysupporting

confidence: 89%

Gender Representation in Primary Level English and Urdu Textbooks in Pakistan

Ali

Hussain²

2019

PJASS

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The representation of gender in school textbooks is an area that has been researched in different contexts for decades. It is an area worth investigation because it has been established through research that gender biased textbooks provide hurdles for gender equality in many ways. Taking this as a point of departure this paper aims to examine the representation of male and female in primary level English and Urdu textbooks in Pakistan. To achieve its aim three public and private publishers i.e. AFAQ, National Book Foundation (NBF) and Oxford University Press (OUF) were selected. The text and images in these textbooks were analyzed by using qualitative content analysis. The representation of gender in the selected textbooks was seen through three major themes i.e. visibility of female and male through characters, photographs and narrator of the lesson; activities assigned and vocabulary used for both gender. The data clearly reveals that the visibility of males was much higher than that of females in photographs, images, characters and narrators. Regarding activities assigned to gender in all the selected textbooks women were mostly depicted to be involved in housework and engaged in personal and family activities while boys were shown to be working, playing and engaged in social activities. Finally, it was found that the vocabulary used in the textbooks was stereotypical reflecting existing gender stereotypes in the Pakistani culture. To reduce the gender biased attitude in textbooks it is suggested that a strong gender lens is needed while setting educational policies in the country.

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Section: Visibilitysupporting

confidence: 89%

Gender Representation in Primary Level English and Urdu Textbooks in Pakistan

Ali

Hussain²

2019

PJASS

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“…A funded project supported by the Qatar National Research between 2009 and 2011 was conducted to investigate gender role stereotyping and linguistic sexism in a selection of textbooks (maths, science, and English) used at Qatari schools at different levels (Ismail, Hamid, & Othman, 2011;Yasin, Hamid, Yuen, Othman, & Jaludin, 2012). The project used quantitative and qualitative approaches.…”

Section: Literature Reviewmentioning

confidence: 99%

Gender Representation in EFL Textbooks in Saudi Arabia: A Fair Deal?

Sulaimani¹

2017

ELT

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This study explores gender representation in an international English as a Foreign Language (EFL) textbook that has been specifically adapted for the Saudi Arabian context. It aims to investigate gender frequencies in conversations in three dimensions: gender relations, subject positions, and contents. The quantitative data were analysed using critical discourse analysis (CDA) as a model. The results indicate that the textbook is biased in terms of gender. Women are underrepresented in the textbook. They have been totally excluded from half of the units in the textbook. Also, the equal relations between the two genders are limited to friendship. Although both genders are positioned in the same subjects and contents, women are less frequently characterised than men.

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“…It also analyses aspects regarding positive and negative women portrayal and methods of power play in relation to women. The portrayal of men and women in various roles as fair should bring about positive effects and motivate learners (Ismail et al, 2013). This eventually enable learners to engage in wider reading of good literary works and also develop an understanding of other societies, cultures, values and traditions (Isa & Mahmud, 2012;Naser & Aziz, 2017).…”

Section: Resultsmentioning

confidence: 99%