Textbook Analysis of the Primary Education in Georgia From Gender Perspective

Gorgadze, Natia

doi:10.22333/ijme.2016.7001

Cited by 3 publications

(2 citation statements)

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“…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).…”

Section: Situating the Study: School Textbook Analytical Studies In G...mentioning

confidence: 99%

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

Tabatadze¹,

Gorgadze

2023

International Journal of Educational Reform

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This study aimed to explore gender equality in language textbooks in Georgian schools. The content analysis method was used to answer the research questions, and a theoretical framework was developed based on Porreca's Analytical Framework (1984). The research revealed that men remain more visible in textbooks. Social roles, activities, and professions are gender-biased, and the books contribute to the development of gender stereotypes. The study identified five different approaches that school textbook authors adopt toward gender equality: (1) superficial, (2) artificial, (3) additive, (4) deliberate ignorance, and (5) attitudinal nondeliberate gender mainstreaming approach.

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Section: Situating the Study: School Textbook Analytical Studies In G...mentioning

confidence: 99%

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

Tabatadze¹,

Gorgadze

2023

International Journal of Educational Reform

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“…Further, Georgian scholars studied the textbooks developed during the first and second generations of the National Curriculum. All the above-mentioned studies revealed an unbalanced representation of males and females and a strong bias toward the roles and position of women and stereotyping perception of their abilities (Khomeriki et al, 2012;Tabatadze and Gorgadze, 2013;Gorgadze, 2015Gorgadze, , 2016Chanturia and Kadagidze, 2020).…”

Section: Development Model Of Gender Socializationmentioning

confidence: 99%

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

Tabatadze¹,

Gorgadze²

2022

JME

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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.

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Woman against a Woman? Inherited Discourses to Reproduce Power: A Gender Discourse Analysis of School Textbooks in the Context of Georgia

Tabatadze¹

2023

Education Sciences

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This study conducted a critical discourse analysis of research studies on school textbooks conducted in Georgia. The research aimed to address the following questions: What specific discourses are identified in school textbooks developed under the first, second, and third generations of the National Curriculum in Georgia? What factors contribute to the development of these identified discourses in the context of Georgia’s educational system? A total of ten published research studies in this field were selected for analysis. Feminist Critical Discourse Analysis (FCDA), developed by Lazar was used for the categorization of discourses. This discourse analysis yielded significant findings and carried both theoretical and practical implications. First, the study uncovers a noteworthy pattern in school textbooks and contributes to the development of a framework for analyzing school textbooks. Second, the study identified the formation of specific discourses through the omission and invisibility of women. This pattern is termed the development of “language-free” discourses. Third, the study demonstrated that the structural power of women in education alone is insufficient for transforming power relations through discursive practices. Therefore, in order to achieve transformation and change, it is important to challenge and transform the learned and inherited discourses of those who hold power in education. Fourth, the value of this research study is its contribution to identifying future research directions in the field.

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Textbook Analysis of the Primary Education in Georgia From Gender Perspective

Cited by 3 publications

References 0 publications

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

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

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

Woman against a Woman? Inherited Discourses to Reproduce Power: A Gender Discourse Analysis of School Textbooks in the Context of Georgia

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