Gender (In)equality in English Textbooks in the Philippines: A Critical Discourse Analysis

Curaming, Eulalia M.; Curaming, Rommel A.

doi:10.1007/s12119-020-09750-4

Cited by 31 publications

(36 citation statements)

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“…Most of these studies focused on integrating a lived or person-based curriculum (Banegas & Velázquez, 2014 ; Norton & Pavlenko, 2004 ) that incorporates gender as part of a human’s identity and lived experiences. A number of researchers have also assessed gender representation in textbooks (Ariyanto, 2018 ; Curaming & Curaming, 2020 ; Lee & Mahmoudi-Gahrouei, 2020 ; Tarrayo, 2014 ). In terms of the teacher-perspective ELT, notable discussions have centered on the experiences of Argentinian student-teachers in incorporating the gender perspective in ELT (Banegas et al, 2019 ; Mojica & Castañeda-Peña, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

“…In terms of ELT in the Philippines, DepEd and CHED have yet to successfully remove the persistent misogynistic narratives ‘naturally’ hiding in textbooks (Curaming & Curaming, 2020 ; Tarrayo, 2014 ), curricula, and classroom discussions (Evangelista, 2017 ). Textbooks have been proven to be an important medium of cultural beliefs discussed between teachers and students.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Gender Perspective in English Language Teaching (ELT): Voices from ELT Practitioners in Philippine Higher Education Institutions

Tarrayo

Potestades

Ulla

2021

Sexuality & Culture

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In recent years, gender mainstreaming in education has been discussed and studied. In the Philippines, however, research has tended to focus on extreme ends of the implementation process such as the awareness of educators about the gender perspective or the success in incorporating gender in their pedagogical practices, rather than an in-depth analysis on the overall experience of educators in the government’s attempt to mainstream gender-and-development education in schools. Also, there is a gap in the literature concerning Filipino English language teaching (ELT) practitioners' views on integrating the gender perspective into English language education. Through semi-structured interviews, the present study explores how a group of 71 Filipino college teachers of English perceive the benefits, ways, and challenges of incorporating the gender dimension in ELT. The thematic analysis of interview responses revealed the following benefits: enhancement of learners’ critical thinking skills, promotion of an inclusive and supportive learning environment, and increased awareness on the critical role of language (i.e., English) in recognizing diversity. Further, it was found that the teacher-participants incorporate gender knowledge in ELT in two ways: instructional materials and teaching-learning activities, and teacher-student interaction. In terms of challenges, three major themes emerged: learner factor, teacher factor, and institutional constraints (which were further categorized as curriculum, resource, and belief).

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring the Gender Perspective in English Language Teaching (ELT): Voices from ELT Practitioners in Philippine Higher Education Institutions

Tarrayo

Potestades

Ulla

2021

Sexuality & Culture

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“…Temuan pada studi terdahulu (Curaming & Curaming, 2020;Lee, 2018;Lestariyana, Widodo, & Sulistiyo, 2020;Salami & Ghajarieh, 2016) mengungkap bahwa perempuan kerap kali direpresentasikan sebagai seseorang yang harus bekerja di rumah dan bertanggung jawab untuk mengerjakan pekerjaan rumah. Pada studi ini, fokus penelitian adalah untuk mengkaji apakah stereotip gender masih ada dalam buku ajar karena posisinya yang sangat strategis di mata para pengguna yang umumnya mempercayai isi materi, latihan, dan bacaan di dalamnya (Canale, 2020).…”

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“…Kajian stereotip gender yang terkandung dalam sumber belajar sudah banyak dikaji oleh beberapa peneliti global dalam beberapa tahun belakangan (lihat Cobano-Delgado & Llorent-Bedmar, 2019;Curaming & Curaming, 2020;Lee, 2018;Salami & Ghajarieh, 2016). Pada konteks Eropa, studi yang dilakukan oleh Hartman dan Judd (1978) mengkaji buku bahasa Inggris yang dipublikasikan secara global mengungkapkan bahwa sudah terdapat upaya memperbaiki stereotip terhadap perempuan yang direpresentasikan dalam gambar dan bahasa secara tertulis.…”

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“…Kondisi-kondisi yang diperlihatkan oleh temuan-temuan studi yang telah dilakukan tentang gender pada buku ajar sebelumnya menunjukkan masih terdapat stereotip karakter dan peran sosial perempuan. Kemudian, pada studi-studi terdahulu, masih sedikit yang mengkaji buku ajar yang digunakan pada tingkat sekolah dasar sebagai subjek penelitian (Curaming & Curaming, 2020;Yang, 2011), terlebih khusus buku ajar untuk sekolah dasar pada konteks Indonesia. Oleh karena itu, penelitian ini menawarkan nilai kebaruan berupa bukti empiris terkait stereotip gender pada buku ajar untuk sekolah dasar.…”

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Stereotip Karakter Perempuan dalam Buku Ajar untuk Sekolah Dasar: Kajian Multimodalitas

Yonata

Yoniswan²

2021

JBS

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Myriads of studies about gender stereotypes in educational materials have been carried out by global scholars in recent years. One of the focus is in the textbook seems to be crucial due to its prominent role as guidance to curriculum and teachers’ credence on the contents. A textbook actually has two important role as vehicle of knowledge transfer and of social practices paradigm construction. However, little studies have reported on the representation of female characters stereotypes in the context of elementary school language textbook. Following multimodality framework proposed by Van Leuween (2008), verbal and visual texts in two English language textbooks published by private companies in Indonesia were analysed in respect to gender stereotyped. The findings reveal the existence of stereotypes of female character on personality, hobby and interest, occupation, and social roles. The study suggests textbook makers (authors and publishers) and users (parents, teachers, and education stakeholders) to rise critical gender awareness.

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Gender voices in Afghanistan primary and secondary school English textbooks

Orfan

2022

The Curriculum Journal

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Textbooks are one of the areas in which gender inequality is institutionalized effortlessly. The study investigated the representation of gender in primary and secondary English textbooks. A total of 14 categories of underrepresentation and misrepresentation were used to examine gender portrayal. The results show that women are significantly underrepresented whilst men are overrepresented in text and illustrations. Female names account for only 30.4% of names in textbooks. Male characters precede female characters in most coordinated phrases, and most of the dialogues are initiated by men. Masculine generic forms are used to refer to women and men including in the English translation of the Afghanistan National Anthem. Men are more frequently portrayed in a myriad of social roles than women are.Surprisingly, this pattern also holds true for domestic roles. Furthermore, little space is dedicated to female famous persons (e.g., scientists), and women constitute a tiny fraction of the main characters of articles and stories, most of which were about trivial matters (e.g., cooking). They are portrayed in a small number of activities, almost a quarter of which are houserelated tasks.

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Gender (In)equality in English Textbooks in the Philippines: A Critical Discourse Analysis

Cited by 31 publications

References 10 publications

Exploring the Gender Perspective in English Language Teaching (ELT): Voices from ELT Practitioners in Philippine Higher Education Institutions

Exploring the Gender Perspective in English Language Teaching (ELT): Voices from ELT Practitioners in Philippine Higher Education Institutions

Stereotip Karakter Perempuan dalam Buku Ajar untuk Sekolah Dasar: Kajian Multimodalitas

Gender voices in Afghanistan primary and secondary school English textbooks

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