Gender representation in school textbooks in Iran: The place of languages

Abstract

This article focuses on the association between language and gender from a sociological perspective. The article provides research-based evidence to analyse whether and to what extent gender characteristics represented through the educational system are associated with the languages used in the educational resources. The analysis uses socialization theory which recognizes the educational system, particularly the school and its educational materials, as the first official agent and the most powerful engine of gender socialization. Using the method of content analysis, this study is based on Iranian school textbooks, including 35 teaching and grammar textbooks for Persian ( Farsi), Arabic and English languages. Generally speaking, the results show that while the dominance of male gender persists throughout the textbooks, the intensity of the dominance varies according to the learning stages of the languages. The results also suggest that the association between ‘gender and language’ is more strongly influenced by social and ideological structure.

Cultural Analysis of Half-Century Demographic Swings of Iran: The Place of Popular Culture

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“…Generally speaking, the traditional beliefs predominant amongst the old generation in Iran could be identified by a wide range of gender preference at which male gender is often prioritized to female gender (Foroutan, 2012;Foroutan, 2019). Such cultural beliefs have been demonstrated in different ways, which are classified in three main groups in this study.…”

Gender representation in Iranian English language coursebooks

“…Before the 1979 Revolution, the educational system was secular. However, after the revolution, the educational system as well as schools, were changed fundamentally and are currently based on Islamic values (Foroutan, 2012). This change came to force in the 1987 Education Law, which ‘gives priority to ethical and religious development in educational and school activities' (Paivandi, 2008: 9) and it is considered to be part of the process of Islamisation of schools (Foroutan, 2012).…”

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“…Chen and Rao (2011) suggested that teachers' contributions on gender socialization in Chinese Kindergartens directly impacts children through picture book representations delivered by educators. In fact, it is necessary to investigate gender representation in other reading materials, such as textbooks (Foroutan 2012) and picture books, which convey gender messages to young children (Nair and Rosli 2013). Liang, O'Halloran, and Tan (2016) explored the metaphors used for sex education in picture books from China.…”