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

Abstract

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.

Empowering hearts and shaping destinies: unveiling the profound influence of education on women’s mate selection in Pakistan – a comprehensive mixed-methods study

“…Education serves as a means to disrupt these norms, allowing women to express their preferences more freely in choosing life partners. This theory resonates with the socio-cultural dynamics of Malakand Division (Tabatadze and Gorgadze, 2023).…”

Analysis of Language Textbooks in Georgia: Approaches to Gender Equality of Males and Females While Teaching Languages

“…The study showed that the reviewed textbooks do not provide opportunities for discussion of gender equality and gender sensitivity issues, even though these books play an essential role in shaping attitudes and social images (Kobia, 2009). School textbooks are necessary to develop and transmit cultural values (Mkuchu, 2004) and develop positive and negative images of different sources of cultural identity (Tabatadze et al, 2013). School textbook authors do not use this power properly.…”

“…The second generation of the National Curriculum was adopted in 2011 and implemented in schools in 2011-2016, and finally, the third wave of curricular reform began in 2016. The textbooks for primary grades (1-6) were developed in 2018, and those for Basic Education (Grades 7-9) began to be developed in 2019-2021 (Tabatadze et al, 2020;Tabatadze & Gorgadze, 2022).…”

“…Textbooks were analyzed at different times, starting from the analyses of textbooks developed before 2005, i.e., before the educational reform (Magno & Silova, 2007). Further, Georgian scholars analyzed the textbooks developed during the first and second generations of the National Curriculum (Chanturia & Kadagidze, 2020; Gorgadze, 2015, 2016; Khomeriki et al, 2012; Tabatadze et al, 2013).…”