A Comparative Study of the Visual Representation of Gender in Two Series of Secondary English as a Foreign Language Textbooks in China

Song, Ziyu; Xiong, Tao

doi:10.1007/978-981-19-1935-0_5

Cited by 2 publications

(1 citation statement)

References 31 publications

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“…Gender is a social or physiological concept. It is related to the human perception of themselves, which is commonly influenced by society (Lips, 2020;Siren, 2018). The idea of representation is already familiar in many ways, even when discussing gender.…”

Section: Literature Review Gender Representation In English Textbooksmentioning

confidence: 99%

Comparative Analysis of Gender Representation in English Textbooks for Indonesian Junior High School Students

Jameaah,

Setiawan,

Hermagustiana

2024

Jour, Eng, Fore, Lang, Teach, Reser

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This study compares gender representations in three different English textbooks from three publishers used by Indonesian Junior High School students (the Indonesian government, an Indonesian private publisher, and an International publisher). Under Critical Discourse Analysis (CDA) and Systemic Functional Linguistics (SFL), the study specifically investigated males’ and females’ representations and the typical activities associated with both genders. Overall, the results showed that males dominated all the textbooks, visually and textually. Besides that, the analysis revealed that females still have lower representations, less variation in occupations, and feminine specialization in doing the household chores in two textbooks. However, positive representations and stereotypes also appear in the textbooks, such as neutral generic constructions and typical activities by both genders.

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Section: Literature Review Gender Representation In English Textbooksmentioning

confidence: 99%

Comparative Analysis of Gender Representation in English Textbooks for Indonesian Junior High School Students

Jameaah,

Setiawan,

Hermagustiana

2024

Jour, Eng, Fore, Lang, Teach, Reser

View full text Add to dashboard Cite

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Teacher Reflexivity for Problematizing Gendered Discourses in ELT in China: What Can Researcher‐Practitioner Collaboration Offer?

Xiong,

Zhang

2023

TESOL Quarterly

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The topic of gender equality has attracted significant attention in the field of English language teaching and applied linguistics. While there has been much discussion about the representation of gender in the curriculum content and teacher talk, the epistemic cognitive processes underpinning transformative teaching practices have received relatively little attention. This study utilizes the 3R‐EC (reflection, reflexivity, and resolved action for epistemic cognition) framework for teacher reflexivity to explore the epistemic process that guides teachers' pedagogical decision making, beliefs, and practices when they engage in gender education. Using critical ethnography and conversational interviews, the current study shows how epistemic reflexivity as a useful conceptual tool unravels the intricacies of teacher learning and practice in problematizing gendered discourses, and how researcher‐practitioner collaboration (RPC) serves a catalyst for promoting teacher reflexivity. It argues for a holistic approach to teacher reflection and reflective practice in gender education and stresses the importance of transforming teachers into mindful professionals who are critically aware of the gender gap and gender ideologies. Furthermore, it underscores the significance of developing innovative pedagogies for gender inclusivity and diversity in the context of English as a foreign language (EFL).

show abstract

A Comparative Study of the Visual Representation of Gender in Two Series of Secondary English as a Foreign Language Textbooks in China

Cited by 2 publications

References 31 publications

Comparative Analysis of Gender Representation in English Textbooks for Indonesian Junior High School Students

Comparative Analysis of Gender Representation in English Textbooks for Indonesian Junior High School Students

Teacher Reflexivity for Problematizing Gendered Discourses in ELT in China: What Can Researcher‐Practitioner Collaboration Offer?

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