Female Teachers’ Perceptions of Gender Bias in Pakistani English Textbooks

Mahmood, Tariq; Kausar, Ghazala

doi:10.14431/aw.2019.12.35.4.109

Cited by 5 publications

(12 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is why the teachers teach what is written in the textbooks. This finding is in accordance with what Mahmood and Kausar (2019) found in their study on female teachers’ perceptions regarding English textbooks. The teachers were unable to notice gender bias in the textbooks and would teach the notions according to the text.…”

Section: Discussionsupporting

confidence: 93%

“…They seemed to be unaware of the importance of a teacher’s role as emphasised by many researchers (e.g. Mahmood & Kausar, 2019; Mohammad & Kumari, 2007). Whilst pointing out that the textbooks needed to be revised by the government, the participants tended to give the impression that it is the responsibility of the government to think about changing gender roles and not them.…”

Section: Discussionmentioning

confidence: 99%

“…A number of research studies have been conducted to explore how gender is represented in textbooks (e.g. Ram, 2008; Mahmood & Kausar, 2019). Gender bias in Pakistani textbooks has been analysed by several researchers who have presented gender stereotyping and discrimination on primary, secondary and elementary levels (see also Agha et al, 2018; Jabeen et al, 2014; Syed & Agha, 2019; Ullah & Haque, 2016).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teachers’ Perceptions of Gender Representation in Textbooks: Insights From Sindh, Pakistan

Agha

Shaikh

2022

Journal of Education

View full text Add to dashboard Cite

Gender representation in textbooks is of core importance in the classroom as textbooks are at the centre of the classroom in public sector schools in Sindh, Pakistan. This paper investigates teachers’ perceptions regarding the representation of gender in the textbooks. Data was collected through semi-structured interviews with 10 secondary school teachers in Sindh, Pakistan. The results show that most of the teachers conformed to the traditional roles of men and women. Moreover, they emphasised the need to revise textbooks as they thought textbooks had a greater influence on students. It is argued that teachers, other than a few exceptions, appear to be unaware of the influence they have on learners’ perceptions. It is recommended that teacher training need to focus on the role of the teachers with reference to the use of textbooks.

show abstract

Section: Discussionsupporting

confidence: 93%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ Perceptions of Gender Representation in Textbooks: Insights From Sindh, Pakistan

Agha

Shaikh

2022

Journal of Education

View full text Add to dashboard Cite

show abstract

“…Aspirations and skills acquired over time contribute to the reproduction or change of gender norms. For instance, gender norms become manifest in educational materials that portray characters in stereotypical roles in the household and at the workplace (Blumberg, 2008;Islam & Asadullah, 2018;Mahmood & Kausar, 2019;Miroiu, 2004). Providing people with access to unbiased education materials and curriculum can thus contribute to norm change.…”

Section: )mentioning

confidence: 99%

Do Gender Norms Become Less Traditional with Displacement? The Case of Colombia

Rubiano-Matulevich¹

2021

Policy Research Working Papers

View full text Add to dashboard Cite

The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

show abstract

“…One way in which gender norms become manifest in education is in the materials used to teach children. Several studies find that, in curricula and educational materials in many countries, characters are portrayed in stereotypical roles in the household and at the workplace (Blumberg, 2008;Islam & Asadullah, 2018;Mahmood & Kausar, 2019;Miroiu, 2004). It is difficult to quantify the impact of such bias, but there is a concern that children internalize gender stereotypes and that this influences their attitudes, aspirations, and behaviors.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Essays on conflict-induced displacement and gender in Colombia

Rubiano-Matulevich¹

View full text Add to dashboard Cite

show abstract

Female Teachers’ Perceptions of Gender Bias in Pakistani English Textbooks

Cited by 5 publications

References 0 publications

Teachers’ Perceptions of Gender Representation in Textbooks: Insights From Sindh, Pakistan

Teachers’ Perceptions of Gender Representation in Textbooks: Insights From Sindh, Pakistan

Do Gender Norms Become Less Traditional with Displacement? The Case of Colombia

Essays on conflict-induced displacement and gender in Colombia

Contact Info

Product

Resources

About