Discursive construction of hegemonic masculinity and emphasised femininity in the textbooks of primary education: children’s discursive agency and polysemy of the narratives

Kostas, Marios

doi:10.1080/09540253.2019.1632807

Cited by 33 publications

(11 citation statements)

References 29 publications

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“…Much research has been conducted in different countries using FCDA. These research studies revealed that masculine power emerged in text discourses (|Ahmad & Shah, 2019; Curaming & Curaming, 2020; Kostas, 2014, 2021; Ji & Reiss, 2022; Lee, 2018b; Lee, 2019; Namatende-Sakwa, 2018; Sunderland, 2000, 2004; Sunderland et al, 2000; Sunderland et al, 2002).…”

Section: Literature Reviewmentioning

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: Literature Reviewmentioning

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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“…The review of the literature base shows that comprehensive studies of gender stereotypes in picture books emerged after the 1970s and this area of investigation still continues today (Kostas, 2021;Watkins, 2021). It is critical to replicate and extend previous studies in examining representations of gender in children's picture books to scrutinize how different genders are being personified in stories and how fictional characters' gendered behaviors reflect images of girls and boys in their everyday lives and how these behaviors have held constant or have changed over time (e.g., 1972 to 2021).…”

Section: Gender Trends and Stereotypes In Picture Booksmentioning

confidence: 99%

Exploring Pre-Service Teachers’ Perspectives: Gender and Gender Representation across Human Protagonists in Picture Books

Haghanikar¹,

Jiang²,

Tomek³

et al. 2022

INT J EDUC METHODOL

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<p style="text-align: justify;">Gender is ever present in education preparation, school materials, curriculum, and school systems. To improve our knowledge about different facets of gender and the extent to which the depiction of gender has changed over time in picture books, there is a need to dig beneath the surface of questions about gender representation in picture books. Given that in-service teachers have proximity to approximately 75 million K-12 students, how in-service teachers think about gender, gender representation, and their own experiences with gender socialization have important implications on how K-12 students think, act, and feel about gender. In this study, we focused on teachers’ responses to a semester-long assignment about the selection and review of picture books. Specifically, we captured teachers’ perceptions on gendered images evidenced in picture books and to what extent there are changes (i.e., economical, emotional, physical, political, and social) in the central character throughout the book. We also explored if perceived changes were different based on the gender of the characters. Teachers reported four types of changes among the characters in the picture book. Emotionally changes in the books’ central characters emerged as the most commonly reported change among our participants.</p>

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“…Woyshner y Schocker (2015), Fernández (2017), Islam y Asadullah (2018) y Kostas (2021) señalan que los manuales escolares presentan y organizan los contenidos que se consideran indispensables desde la perspectiva gubernamental para el apren-dizaje del alumnado, pues, siguiendo a Gómez, Vivas y Miralles (2019), siempre han tenido como finalidad reunir el conjunto de verdades fundamentales que todo alumno debe conocer, saber y creer; conocimientos, saberes y creencias que tradicionalmente se presentan en estos materiales como cerrados, inmutables, excluyentes y acabados.…”

Section: Texto Escolar Discurso Androcéntrico Y Prácticas Docentesunclassified

Representaciones discursivas de las mujeres en la historia escolar chilena (1810-2017)

Sepúlveda

2021

Rev. Bras. Educ.

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RESUMEN En este artículo se analizan las representaciones de las mujeres presentes en los manuales que abordan la historia de Chile desde 1810 (año de la Primera Junta Nacional de Gobierno) hasta el 2017 (año de publicación del manual más reciente de la muestra analizada). Con este propósito, se desarrolló una investigación cualitativa basada en un análisis hermenéutico de los textos e imágenes de una muestra intencionada compuesta por 13 libros publicados entre 2009 y 2017 por tres editoriales chilenas (Zig-Zag, Santillana y SM). Se concluye que el discurso pedagógico tiende a invisibilizar o atenuar la actuación femenina en la historia republicana chilena a partir de una serie de convenciones, tales como la supresión, la exclusión parcial, la relevancia histórica categorizada, la asignación de roles pasivos, la representación generalizada y la pretensión de mostrar una perspectiva “neutral” de la historia.

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Discursive construction of hegemonic masculinity and emphasised femininity in the textbooks of primary education: children’s discursive agency and polysemy of the narratives

Cited by 33 publications

References 29 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

Exploring Pre-Service Teachers’ Perspectives: Gender and Gender Representation across Human Protagonists in Picture Books

Representaciones discursivas de las mujeres en la historia escolar chilena (1810-2017)

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