Gender in EFL Education: Negotiating Textbook Discourse in the Classroom

Canale, Germán; Furtado, Victoria

doi:10.1080/1358684x.2020.1812377

Cited by 11 publications

(12 citation statements)

References 15 publications

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“…Likewise, gender was not part of teacher's teaching plan in the English lessons in Uruguay, and other priorities (e.g. grammar) seemed to take control (Canale & Furtado, 2021). However, there is evidence that teachers, when guided, are able to notice gender biases in instructional materials and reflect on gendered discourses (Namatende-Sakwa, 2019;Tainio & Karvonen, 2015).…”

Section: Teachers' Mediation Of Textbooks and Critical Pedagogymentioning

confidence: 99%

“…However, there is evidence that teachers, when guided, are able to notice gender biases in instructional materials and reflect on gendered discourses (Namatende-Sakwa, 2019;Tainio & Karvonen, 2015). In Canale & Furtado's (2021) study, the teacher actively helped create spaces for students when students initiated gender-related discussions, even if these were not part of the teacher's plan.…”

Section: Teachers' Mediation Of Textbooks and Critical Pedagogymentioning

confidence: 99%

“…While text-based studies have taken a central role, little is known about how teachers actually interact with textbooks in general (Tomlinson & Masuhara, 2018), and with gender in textbooks in particular (Canale & Furtado, 2021;Mustapha, 2013;Sunderland, 2004;Sunderland et al, 2001). There has been a continuous call for more research on teachers' behaviour and engagement when using gendered textbooks (Mustapha & Mills, 2015;Namatende-Sakwa, 2019;Sunderland et al, 2001) -to focus not only on bias 'in the text', but also on 'teacher talk around the text' (Sunderland et al, 2001).…”

Section: Introductionmentioning

confidence: 99%

“…There has been a continuous call for more research on teachers' behaviour and engagement when using gendered textbooks (Mustapha & Mills, 2015;Namatende-Sakwa, 2019;Sunderland et al, 2001) -to focus not only on bias 'in the text', but also on 'teacher talk around the text' (Sunderland et al, 2001). A small but growing body of research has investigated teacher roles in negotiating textbook gender content in the language classroom, including studies by Canale & Furtado, 2021;Namatende-Sakwa, 2019;Pakuła, Pawelczyk, & Sunderland, 2015;Sunderland et al, 2001;and Tainio & Karvonen, 2015. In Vietnam, research on gender bias in textbooks and in classroom discourse is limited. Earlier studies (Brundrett & Mai, 2018;Mai & Brundrett, 2020) looked at gender equality in education via interviews with teachers, staff, and students.…”

Section: Introductionmentioning

confidence: 99%

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Gender, critical pedagogy, and textbooks: Understanding teachers’ (lack of) mediation of the hidden curriculum in the EFL classroom

Pham

2022

Language Teaching Research

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Gender contents, textual or visual, in instructional materials can be considered as a hidden curriculum, and may either hinder or advance equality. How teachers interpret and respond to this hidden curriculum in their classroom discourse, however, can play a crucial role in creating positive change. This research seeks to understand how teachers work with gender-sensitive contents in a newly-published English textbooks series for lower secondary education in Vietnam. To what extent are teachers aware of genderedness in textbooks, and how do they respond to it? Approaching gender as a social construct, using multi-dimensional methods, the study critically explores teachers’ experiences with the textbooks – their classroom practices and underlying perceptions – through 18 classroom observations and 12 follow-up interviews with 12 teachers in four lower secondary schools. Results indicate that neither the hidden curriculum of gender was recognized nor a critical mediation of it was practised. Gender content, whether ‘traditional’ or ‘progressive’, was largely absent from classroom discourse, as teachers prioritized transferring linguistic knowledge. Little space was allocated for promoting students’ critical thinking and self-reflections, including those about gender-related content. Teachers did not often pay full attention to different nuances and dimensions of gender issues, while sometimes their teaching design and interaction were found to be affected by their own bias – consciously and unconsciously. The study reveals that although teachers were later willing to reconstruct their perceptions and future practices, and were able to concretize their pedagogical intentions, enacting teacher agency in relation to critical pedagogy and gender equality in the contemporary English as a foreign language (EFL) classroom in Vietnam might remain a challenge. Based on the study’s findings, pedagogical implications that may enable teachers to be potential agents of change were suggested.

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Section: Teachers' Mediation Of Textbooks and Critical Pedagogymentioning

confidence: 99%

Section: Teachers' Mediation Of Textbooks and Critical Pedagogymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Gender, critical pedagogy, and textbooks: Understanding teachers’ (lack of) mediation of the hidden curriculum in the EFL classroom

Pham

2022

Language Teaching Research

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“…For the past two decades, there are numerous EFL textbook evaluation studies that engaged with different dimensions of textbook namely cultural/multicultural content (Bose & Gao, 2022;Dahmardeh & Kim, 2020;Puspitasari et al, 2021;Setyono & Widodo, 2019), gender stereotype (Barton & Sakwa, 2012;Canale & Furtado, 2021;Orfan, 2021), and moral values (Feng, 2019;Gebregeorgis, 2017;Van Canh, 2018) around the world, however, the study which examined religious values on EFL textbook is still in its infancy, especially in Indonesia. Since Indonesia is a multi-religious country and different religions have different values, in this study, we limit our focus to Islamic values.…”

Section: Introductionmentioning

confidence: 99%

The representation of Islamic value in government-mandated English language textbook: A critical discourse analysis

Muslim¹,

Putri²,

Rizqoh³

et al. 2022

RAINBOW

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There is a vast amount of English for foreign language (EFL) textbook evaluation studies analyzing multi-dimensional values around the world. However, only a limited number of literature analyzes the Islamic value in EFL Textbooks, especially in Indonesia. To fill this glaring gap, the present critical discourse study aimed to investigate the intrinsic Islamic value contained in Indonesia's government-mandated English textbook for secondary high school students. Halliday’s systemic functional analysis and Kress and Van Leeuwen's visual grammar theory were then conducted to understand, analyze, and explain the content and the picture in the textbook respectively. Compassionate, respect, and care for life in all its forms; solidarity and conflict avoidance; and tolerance for cultures of the different ethnic and religious groups were found to be the major themes of Islamic values emerge from the textbook. Finally, conclusions, limitations, and recommendations were then discussed.

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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).

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Gender in EFL Education: Negotiating Textbook Discourse in the Classroom

Cited by 11 publications

References 15 publications

Gender, critical pedagogy, and textbooks: Understanding teachers’ (lack of) mediation of the hidden curriculum in the EFL classroom

Gender, critical pedagogy, and textbooks: Understanding teachers’ (lack of) mediation of the hidden curriculum in the EFL classroom

The representation of Islamic value in government-mandated English language textbook: A critical discourse analysis

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

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