Gendered Representations of Male and Female Social Actors in Iranian Educational Materials

Abstract

This research investigates the representations of gendered social actors within the subversionary discourse of equal educational opportunities for males and females in Iranian English as a Foreign Language (EFL) books. Using critical discourse analysis (CDA) as the theoretical framework, the authors blend van Leeuwen's (Texts and practices: Readings in critical discourse analysis, Routledge, London, 2003) 'Social Actor Network Model' and Sunderland's (Gendered discourses, Palgrave Macmillan, Hampshire, 2004) 'Gendered Discourses Model' in order to examine the depictions of male and female social actors within this gendered discourse. The gendered discourse of equal opportunities was buttressed by such representations within a tight perspective in proportion to gender ideologies prevailing in Iran. Resorting to CDA, we can claim that resistance against such gendered discourse in Iranian EFL textbooks militates against such gender norms. These representations of male and female social actors in school books are indicative of an all-encompassing education, reinforcing that the discourse of equal opportunities is yet to be realized in the education system of Iran.

Gender Representation in Secondary and High School EFL Coursebooks

“…Yaghoubi-Notash and Nouri (2016) investigated inclusion and exclusion of male and female characters and agent and patient roles assigned to male and female characters in English textbooks and found that male characters were assigned significantly different agent roles. Ghajarieh and Salami (2016), found that college level students and high-level jobs such as doctors, engineers, and so on, were assigned to male characters in the secondary, high school and pre-college English course books. Similarly, EFL coursebooks were found to reflect gender stereotypes regarding jobs in a later study (Teliousi, Zafiri & Pliogou, 2020).…”

The Sexist Occupational Representation in English Textbooks of Iranian High schools

“…Roohani and Zarei (2013) examined a pre-university English textbook in terms of female and male names, pronouns, nouns, pictures, and readings attributed to females and males and found that the Iranian pre-university English textbook was male-oriented and gender-biased. Ghajarieh and Salimi (2016) blended Kress and van Leeuwen's (2006) social network model and Sunderland's (2006) gendered discourses model and examined the representations of male and female social actors in school books. Ghajarieh and Salimi (2016) found that "as for Iran, the discourse of equal opportunities in education should be highlighted along with other subversive gendered discourses" (p. 267).…”

“…Ghajarieh and Salimi (2016) blended Kress and van Leeuwen's (2006) social network model and Sunderland's (2006) gendered discourses model and examined the representations of male and female social actors in school books. Ghajarieh and Salimi (2016) found that "as for Iran, the discourse of equal opportunities in education should be highlighted along with other subversive gendered discourses" (p. 267). Cocoradă (2018) analysed curriculum materials including textbooks and supplies, and two Romanian fairy tales and confirmed negative discrimination against women.…”

A Qualitative Study of Iranian Parents’ Experiences of Interacting With Their Adolescent Children

“…Changes in society and its cultural context lead to the reformation of interactions and expectations in a family with adolescent children (Spring, Rosen, & Matheson, 2002). In Iran, families are deeply rooted in the country’s cultural and religious beliefs and practices, with the family considered to be the basic social unit (Aghakhani, Lopez, & Cleary, 2017; Akbari et al, 2018) within which a child plays a central role (Behjati-Ardakani, Navabakhsh, & Hosseini, 2017; Ghajarieh & Salami, 2016; Sadeghi Fasaei & Erfanmanesh, 2013). Furthermore, the relationship between Iranian adolescents and parents can be affected by other organizations such as schools, mosques, and religious groups.…”