Race, Class, Gender, and Disability in Current Textbooks

Sleeter, Christine E.; Grant, Carl A.

doi:10.4324/9781315021089-5

Cited by 57 publications

(66 citation statements)

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“…Studies from other parts of the world, including the United Kingdom (Cain & Inglis, 1989), the United States (Chick, 2006;Schrader & Wotipka 2011), Taiwan (Su, 2007) and South Africa (Schoeman, 2009;Schoeman & Fardon, 2010), spoke of similar under-representation and marginalisation. Equally, the portrayal of women in traditional feminine roles and attributes concurred with studies conducted elsewhere (Cains & Inglis, 1989;Sleeter & Grant, 1991;Commeyras & Alvermann, 1996;Su, 2007;Fardon and Schoeman, 2010;Schrader & Wotipka, 2011). Likewise, the general stereotyping of women as incapable of significant historical acts other than being mothers or wives of famous men resonate with the work done by Commeyras and Alvermann (1996).…”

Section: Findings and Discussionmentioning

confidence: 49%

“…In the light of this, much has been written globally in the recent past about the depiction of women in textbooks in general and in history textbooks specifically (Cains & Inglis, 1989;Sleeter & Grant, 1991;Ruthsdotter, 1996;Commeyras & Alvermann, 1996;Frederickson, 2004;Chick, 2006;Muravyeva, 2006;Su, 2007;Schoeman, 2009;Fardon & Schoeman, 2010;Schrader & Wotipka, 2011).…”

Section: Literature Review -Depiction Of Women In the Verbal Text Of mentioning

confidence: 99%

“…In the light of the above, based on the United States social studies textbooks they had analysed, Sleeter and Grant (1991), could report that women were both invisible and marginalised as their roles and contributions were not covered in sufficient detail. Women were also not usually discussed in sections related to major economic and political decisions.…”

Section: Literature Review -Depiction Of Women In the Verbal Text Of mentioning

confidence: 99%

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The depiction of women in the verbal text of a junior secondary Malawian history textbook - an analysis

Chiponda¹,

Wassermann²

2016

Yesterday Today.

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This article analyses the depiction of women in the verbal text of a history textbook used at junior secondary school level in Malawi. The focus falls on how women are depicted in the textbook and why they are depicted the way they are. The article is based on empirical research and utilised a feminist theoretical perspective. The verbal text was analysed quantitatively using open coding. Based on the analysis we argue that women, as historical characters, are generally subordinated and oppressed in a number of ways. This includes under-representation, marginalisation and omission. Since what is written in textbooks is regarded as authoritative depictions like these can send a negative message to learners and teachers as users of the textbooks about women as historical characters. We also argue that our findings from the Malawi context resonate with similar research done globally which for the most part can be attributed to the patriarchal societies women find themselves in. To change this situation we recommended that the junior secondary history syllabus and textbooks be updated and aligned to the Malawian constitution and gender equality policies.

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Section: Findings and Discussionmentioning

confidence: 49%

Section: Literature Review -Depiction Of Women In the Verbal Text Of mentioning

confidence: 99%

Section: Literature Review -Depiction Of Women In the Verbal Text Of mentioning

confidence: 99%

See 1 more Smart Citation

The depiction of women in the verbal text of a junior secondary Malawian history textbook - an analysis

Chiponda¹,

Wassermann²

2016

Yesterday Today.

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“…Scholars have more often studied racial and gender stereotypes in textbooks than the portrayal of disability (Sleeter & Grant, 2011), perhaps in part because people with disabilities are often not acknowledged as a minority group (Boyer, 1988;Hardin & Preston, 2001). Studies consistently find that disability is rarely referenced in textbooks used in general education college courses (Foxman & Easterling, 2010;Goldstein, Siegel, & Seaman, 2009;Sleeter & Grant, 2011;Smeltzer et al, 2010;Taboas-Pais & Rey-Cao, 2012;Taub & Fanflik, 2000), and that portrayals are often stereotypical (Goldstein, Siegel, & Seaman, 2009).…”

Section: Textbooks As Agents Of Socializationmentioning

confidence: 99%

“…Studies consistently find that disability is rarely referenced in textbooks used in general education college courses (Foxman & Easterling, 2010;Goldstein, Siegel, & Seaman, 2009;Sleeter & Grant, 2011;Smeltzer et al, 2010;Taboas-Pais & Rey-Cao, 2012;Taub & Fanflik, 2000), and that portrayals are often stereotypical (Goldstein, Siegel, & Seaman, 2009).…”

Section: Textbooks As Agents Of Socializationmentioning

confidence: 99%

Journalism and Mass Communication Textbook Representations of Verbal Media Skills: Implications for Students with Speech Disabilities

Powers¹,

Haller²

2017

JMLE

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This study examines representation of disabilities by conducting a qualitative content analysis of how 41 journalism/mass communication textbooks frame the ideal standards of verbal communication for media professionals. Textbooks are integral to students' understanding of professional norms and may influence career decisions. Results show that textbooks rarely address the topic of speech disabilities, describing them as "roadblocks to success." Instead, authors often address best practices in broadcast voicing and the value of projecting confidence in interviews and press conferences. What are the explicit and implicit messages for students with speech disabilities such as stuttering? We argue that such framing is a critical media literacy issue because it addresses media diversity and access.

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Who is Australian? National belonging and exclusion in Australian history textbooks

Moore

2020

Review of Education

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Although multiculturalism replaced the White Australia Policy in the 1970s, the Australian nation continues to be imagined predominantly as a White space from which Aborigines, Torres Strait Islanders and peoples of non‐White immigrant heritage are excluded. Whereas White people's positioning as Australian is secure and taken for granted, non‐White people’s Australianness is fraught and tentative. In this article, I employ critical whiteness studies to explore the reproduction of racialised categories of national belonging and exclusion. Using textbooks as records of dominant narratives, I examine how Australian history narratives in secondary school textbooks produce and maintain the White solipsism which enables the nation to be imagined as White. From a sample of 16 texts released this century by a leading Australian publisher of secondary school textbooks, I excluded 10 which duplicated the content of other texts or did not cover my chosen focus: narratives of the Australia gold rushes and national identity. I conducted iterative critical discourse analysis on the remaining six texts. My analysis shows that, despite explicit attempts to improve textbook content, implicitly White solipsism is reinforced rather than disrupted. This functions to uphold constructions of the nation as White, excluding Aborigines, Torres Strait Islanders and peoples of non‐White immigrant heritage from national belonging. Further work is needed to ensure history narratives interrupt and contest White solipsism and its attendant privileging of White Australians. Educators raised in White societies need to recognise their likely enculturation in White solipsism and learn to avoid unintentionally reinscribing categories of national belonging and exclusion.

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Race, Class, Gender, and Disability in Current Textbooks

Cited by 57 publications

References 0 publications

The depiction of women in the verbal text of a junior secondary Malawian history textbook - an analysis

The depiction of women in the verbal text of a junior secondary Malawian history textbook - an analysis

Journalism and Mass Communication Textbook Representations of Verbal Media Skills: Implications for Students with Speech Disabilities

Who is Australian? National belonging and exclusion in Australian history textbooks

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