Invisible Females, Incapable Males: Gender Construction in a Children’s Reading Scheme

Wharton, Sue

doi:10.1080/09500780508668677

Cited by 40 publications

(19 citation statements)

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“…It is hence important to scrutinize texts used by primary students because these texts may havean influence on the students' psyches as they develop their own social identities (Wharton, 2005).…”

Section: Textual Analysismentioning

confidence: 99%

“…As part of discourse of EFL materials, school textbooks are intentionally designed to be ‗read' by school students-for this study, primary students. When reading these texts, they are automatically exposed to gendered discourse contained in the textbooks which in effect may contribute to shaping their ideas about gender (Zimet, 1976;Littlejohn & Windeatt, 1989: Peterson & Lach, 1990Kortenhaus & Demares, 1993;Wharton, 2005).…”

Section: Textual Analysismentioning

confidence: 99%

“…A similar study by Balfour (2003) focusing on female and male pupils' responses to texts dealing with gender relations indicate that teacher's talk around gendered texts contributes to raising students' awareness of gender representation. (See Peterson & Lach, 1990;Kortenhaus & Demarest, 1993;Wharton, 2005 for more similar studies).…”

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confidence: 99%

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Gender Construction in Visual Images in Textbooks for Primary School Students

Damayanti

2014

Indonesian J. Appl. Linguist

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Abstract:In the Indonesian context, little has been done to raise awareness of political correctness in gender matters in school textbooks. As an attempt to fill this gap, I conducted a textual analysis on four English language textbooks used in Indonesian primary schools. The focus of the study was on the pictorial texts accompanying the linguistic ones. The ‗Visual Grammar', developed by Kress and van Leeuwen, was used as the framework of analysis. The results showed that the illustrations accompanying linguistic texts fortified the representations of gender asymmetry. Females were depicted more dependent than males and were also construed to be admirers of an action carried out by the males. The study recommended conscious efforts to value both genders equally in visualization as meaning construction is multimodal. Keywords: gender construction, visual grammar, pictorial texts, EFL textbooks KONSTRUKSI GENDER DALAM CITRA VISUAL PADA BUKU TEKS UNTUK SISWA SEKOLAH DASARAbstrak:Di Indonesia, upaya penyadaran pentingnya isu penyetaraan gender dalam buku ajar sekolah masih belum banyak dilakukan. Untuk itu, penelitian ini dilakukan sebagai salah satu cara penyadaran isu gender dengan menginvestigasi representasi gender dalam buku ajar. Penelitian ini menggunakan analisis teks terhadap empat buku ajar yang digunakan di sekolah dasar. Fokus analisisnya adalah pada gambar ilustrasi yang menyertai teks tertulis seperti bagian bacaan. Gambar tersebut dianalisis dengan menggunakan teori ‗Visual Grammar' yang dikembangkan oleh Kress dan van Leeuween. Hasilnya menunjukkan bahwa gambar-gambar tersebut merepresentasikan ketidaksetaraan gender. Perempuan digambarkan sebagai sosok yang tergantung pada orang lain dibandingkan laki-laki yang mandiri dan mereka berlaku sebagai pengagum pekerjaan yang dilakukan laki-laki. Berdasarkan hasil temuannya, penelitian ini merekomendasikan upaya yang lebih serius dalam menampilkan peran gender yang seimbang dan tidak hanya ditampilkan dalam teks tulis namun juga dalam gambar karena pada dasarnya makna dikonstruksi secara multimodal.Katakunci:konstruksi gender, visual grammar, teks gambar.In the Western context, the consciousness of political correctness in gender matters in school textbooks and teaching materials has been progressively endorsed since

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Section: Textual Analysismentioning

confidence: 99%

Section: Textual Analysismentioning

confidence: 99%

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Gender Construction in Visual Images in Textbooks for Primary School Students

Damayanti

2014

Indonesian J. Appl. Linguist

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“…Lorsque ceux-ci sont en interaction avec des adultes, les histoires se passent souvent dans la sphère familiale où l'on retrouve des parents (Wharton, 2005). Selon Alder (1993), les livres jeunesse qui présentent des scènes de la vie familiale proposent des contextes variés qui permettent au jeune lecteur d'être témoin de divers types de relations qui peuvent vraisemblablement s'installer entre les pères, les mères et leurs enfants.…”

Section: Problématiqueunclassified

“…L'image de l'enfant qui éprouve du plaisir en lisant un livre demeure toujours à notre époque une vision bien réjouissante pour ceux qui accordent de l'importance à la lecture. Fort de ses fonctions pédagogiques, le livre jeunesse représente bien plus qu'un soutien à l'apprentissage de la lecture, il donne accès à la culture et il constitue un moyen privilégié pour favoriser la socialisation de l'enfant (Quinn et Flannery, 2006;Wharton, 2005).…”

Section: Introductionunclassified

Étude des stéréotypes sexistes à l’égard des parents dans la littérature jeunesse canadienne

Dionne

2009

rum

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En tant que produit culturel, la littérature jeunesse contribue à la formation des représentations des jeunes lecteurs à l’égard des rôles parentaux. Cependant, des études antérieures soutiennent qu’elle présente des stéréotypes sexistes à l’égard des genres. La présente étude vise à faire l’analyse d’un ensemble de livres jeunesse canadiens destinés aux jeunes francophones afin d’y déceler les stéréotypes sexistes à l’égard des parents. Une analyse de contenu a permis d’établir des comparaisons entre les mères et les pères mis en scène dans ces livres en tenant compte de leur représentativité, de leurs interactions avec leurs enfants et de l’expression de leurs sentiments. La composition familiale a également été prise en considération. Les résultats révèlent des distinctions entre les mères et les pères. Ces distinctions sont examinées en fonction des stéréotypes qui sont ainsi entretenus par la littérature jeunesse canadienne publiée en français.As a cultural product, children's literature contributes to the creation of young readers' representations of parental roles. However, previous studies argue that it also conveys gender stereotypes. This study aims to analyze a series of French Canadian books for children in order to identify gender stereotypes about parents. Using a content analysis, comparisons can be drawn between the mothers and fathers found in these books, taking into account their representativeness, their interactions with their children and their expression of feelings. Family composition was also taken into account. The results reveal distinctions between mothers and fathers. These distinctions are considered in the light of stereotypes which may be maintained in French Canadian literature for young people

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Text‐Based Approaches to Qualitative Research

McKinnon¹

2013

The International Encyclopedia of Media Studies

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This chapter provides an overview of the research process of text‐based qualitative research. The chapter not only explains what it means to work with texts in a qualitative manner, but outlines the various options researchers have at their disposal in trying to answer the research questions that most interest them, including rhetorical methods, discourse analysis approaches, and ethnographic methods. The chapter also provides readers with a step‐by‐step overview of the process of doing text‐based qualitative research, ending with a discussion of ethical considerations in qualitatively analyzing texts.

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Invisible Females, Incapable Males: Gender Construction in a Children’s Reading Scheme

Cited by 40 publications

References 18 publications

Gender Construction in Visual Images in Textbooks for Primary School Students

Gender Construction in Visual Images in Textbooks for Primary School Students

Étude des stéréotypes sexistes à l’égard des parents dans la littérature jeunesse canadienne

Text‐Based Approaches to Qualitative Research

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