“You’re trying to put yourself in boxes, which doesn’t work”: Exploring non-binary youth’s gender identity development using feminist relational discourse analysis

Ward, Luke; Lucas, Siân E

doi:10.1080/09589236.2023.2172557

Cited by 2 publications

(1 citation statement)

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“…The female invisibility in social role models in textbooks would affect learners' identities, restrict female learners' self-efficacy and expectations and influence their future fields of study and professions. Ward and Lucas (2023) highlighted how a non-binary gender portrayal helps identity development and understanding of oneself in educational contexts. The results of this inquiry highlighted that EFL/ESL materials should be carefully examined in terms of gender-issues to probe whether certain practices enforce specific ideological values of which both educators and learners may be unaware.…”

Section: Discussionmentioning

confidence: 99%

The Critical Discourse Analysis of Gender Representation in English Textbooks of Iranian High Schools:

Ahmadabadi,

Azad

2023

RCD

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The present study adopted an exploratory critical discourse analysis (CDA) approach to examine gender representation in Iranian government mandatory high school ELT textbooks using Fairclough model. Considering the model, female and male characters’ visibility, semantic, domestic, and social roles, activities, and pictorial representations in the textbooks were scrutinized. These factors were described, interpreted, and explained both qualitatively and quantitatively. Additionally, a semi-structured interview was conducted with 30 experienced high school educators and their responses were coded, scrutinized, and interpreted. The findings revealed the permanence of male dominance in the textbooks and that the gender bias in educational materials would have strong socio-cultural effects on students’ mind sets, future careers, and fields of study. The findings highlight the must to address gender inequalities as one of the most crucial socio-cultural concerns of Iran EFL educational textbooks.

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Section: Discussionmentioning

confidence: 99%