The Portrayal of Women in Nationally-Endorsed English as a Foreign Language (EFL) Textbooks for Senior High School Students in Indonesia

The Representation of Gender Neutrality in Indonesian Physics Textbooks: A Critical Discourse Analysis

“…In gender research and the textbooks utilized in schools in Indonesia, the researchers found that gender representations in school textbooks dominated by language textbooks such as the English language (Adamson et al, 1998), including in Indonesia context. Several research types also focused on textual analysis of gender representation in the textbooks that lead to men and women representation (Setyono, 2018). However, the research focused on science/physics textbooks is not yet optimally to be investigated.…”

A Triangulated Accounting of Top Notch 2: Negotiating Ideologies in the Multimodal Discourse of an EFL Textbook in Korean University Classrooms

“…In reflection of the literature featuring critical analyses of EFL textbooks, much of the focus has been on gender representation (i.e. Ahour & Zaferani, 2016;Amerian & Esmaili, 2015;Baghdadi, 2012;Giaschi, 2000;Gungor & Prins, 2010;Healy 2009;Lee, 2014;Marefat & Marzban, 2014;Mustedanagic, 2010;Nofal & Qawar, 2015;Sadeghi & Maleki, 2016;Sahragard & Davatgarzadeh, 2012;Setyono, 2018;Sherman, 2010;Soylemez, 2010;Stockdale, 2006;Tajeddin & Janebi, 2010;Thomson & Otsuji, 2003) or selected parts of texts that support the research questions of a given article. As in Cortez (2008) treatment of the use of a series of EFL textbooks used for Spanish-speakers in New Mexico, this dissertation intends to triangulate qualitative analyses from the perspective of the researcher, the teacher, and Korean EFL.…”

“…In a general sense, the pool of critical studies reviewed here point to a common focus on gender representation, where the findings exposed males as the dominant social actors in all forms of discourse (Ahour & Zaferani, 2016;Amerian & Esmaili, 2015;Baghdadi, 2012;Giaschi, 2000;Gungor & Prins, 2010;Healy, 2009;Lee, 2014;Marefat & Marzban, 2014;Mustedanagic, 2010;Nofal & Qawar, 2015;Sadeghi & Maleki, 2016;Sahragard & Davatgarzadeh, 2012;Setyono, 2018;Sherman, 2010;Soylemez, 2010;Stockdale, 2006;Tajeddin & Janebi, 2010;Thomson & Otsuji, 2003). This trend is closely followed by investigations of marginalized identities or communities, and othering (Van Dijk, 2011;Wodak & Meyer, 2016).…”

“…A review of nearly fifty scholarly articles (N=47), featuring critical studies of textbooks that were drawn from three scholarly databases, point to some consistent relations of power and ideological agency. Those consistencies are found in superior human agency in the context of Christian-based science and literary textbooks used in secondary schools (Agiro, 2012;Sharma & Buxton, 2015), marginalized communities and identities such as the Sami in Norway (Eriksen, 2018) and the treatment of indigenous people in South African history textbooks (Maposa, 2015), the othering of immigrant voices in Canada (Gulliver, 2010), racism and whiteness evident in humanities textbooks (Harper, 2012), nationalism (Vinall & Shin, 2018), imbalanced gender representation where males social actors (Van Leeuwen, 2008) possess most or all forms of agency (Giaschi, 2000;Mustedanagic, 2010;Setyono, 2018), and membership criteria for citizenship or belonging to a particular national entity (Ververi, 2017). Rising from these perceived narratives of social iniquities, language learning textbooks appear to receive a larger share of investigative attention.…”

“…Ahn, 2014;Choi, 2008;Lee, 2009;Lee, 2011a;Lee, 2014;Matsuda 2002;Sherman, 2010;Shin, Eslami, & Chen, 2011;Song, 2013;Taylor-Mendes, 2009;Yim, 2014), interpellated under the umbrella of education (Apple, 1985;Canagarajah, 1993;Curdt-Christiansen & Weninger, 2015;Dendrinos, 2015;Fitzgibbon, 2013;Gray, 2010;Harwood, 2014;Littlejohn, 1992;Song, 2013;Van Dijk, 2011). For example, from nearly fifty scholarly articles (N=47), featuring critical studies of textbooks that looked at multimodal discourse, many findings focused on gender representation, such as exposing males as the dominant social actors in all forms of discourse (Ahour & Zaferani, 2016;Amerian & Esmaili, 2015;Baghdadi, 2012;Giaschi, 2000;Gungor & Prins, 2010;Healy 2009;Lee, 2014;Marefat & Marzban, 2014;Mustedanagic, 2010;Nofal & Qawar, 2015;Sadeghi & Maleki, 2016;Sahragard & Davatgarzadeh, 2012;Setyono, 2018;Sherman, 2010;Soylemez, 2010;Stockdale, 2006;Tajeddin & Janebi, 2010;…”