Perpetuation of gender bias in New Headway: a multimodal critical discourse analysis with a diachronic lens

Keleş, Ufuk; Mansouri, Behzad; Yazan, Bedrettin

doi:10.1080/14681366.2021.1913442

Cited by 17 publications

(10 citation statements)

References 28 publications

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“…Figure 1 showcases a double burden of a woman, working as a career woman and serving the family at the same time. These findings align with what Keles et al (2021) reported from their research that women are mostly characterized with nurturing roles while men are portrayed as relaxing or playing with their children. When they have a profession, men's professional representation focuses solely on their professional career, whereas women are represented regarding their domestic and caregiving roles.…”

Section: Figure 1 Intan's Mother 'Is Working'?supporting

confidence: 91%

Gender Representation in Perpustakaan Intan

Setiarini

Supiastutik

Kusumayanti

et al. 2021

Pioneer. J. Lang. Lit

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There is little research on gender-related children's picture books in Indonesia. In this article, we discuss the disclosure of gender representation in a picture book entitled Perpustakaan Intan. The high number appearances of women, the actions pinned on women, and the clothes displayed in both text and images are materials for visualizing women and men. Previous studies have revealed that men dominate the number of appearances in books. However, this book displays women more often than men. On the one hand, this raises the question of whether this means women are in power, and on the other hand, men are portrayed as powerless. Utilizing the multimodality approach, the results show that although women appear more in the narrative, women are still represented as less powerful.

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Section: Figure 1 Intan's Mother 'Is Working'?supporting

confidence: 91%

Gender Representation in Perpustakaan Intan

Setiarini

Supiastutik

Kusumayanti

et al. 2021

Pioneer. J. Lang. Lit

View full text Add to dashboard Cite

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“…Ostensibly, language‐learning materials provide knowledge about language to learners, but they also contain messages about the values of the societies that produce them, and how such societies view things like gender, nationality, and race (Gray, 2010; Keles, Mansouri, & Yazan, 2021; Risager, 2018). In other words, ELT textbooks can be seen as pedagogical and cultural artifacts—a distinction Weninger (2021) frames in terms of action (discourse as process) and representation (discourse as text).…”

Section: Race Inclusivity and Imagery In Elt Textbooksmentioning

confidence: 99%

“…Being primarily concerned with inclusivity, we are interested in what is represented as “legitimate” knowledge about the world, and this thread of research has long been a key issue in textbook studies (Canale, 2016; Fuchs & Bock, 2018). Indeed, the majority of multimodal‐based research into inclusivity in ELT textbooks has been from this perspective, wherein studies have focused on nationality (Keles & Yazan, 2020), gender (Keles et al., 2021), and other culturally embodied markers, ideas, and relationships (see Risager, 2021, for a useful heuristic).…”

Section: Race Inclusivity and Imagery In Elt Textbooksmentioning

confidence: 99%

The Representation of Race in English Language Learning Textbooks: Inclusivity and Equality in Images

Bowen

Hopper

2022

TESOL Quarterly

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Ensuring adequate inclusivity in educational materials is a matter of ethics and fairness, as well as a means to maximize learning processes. Yet, over the last thirty years, research has continually shown that English language teaching/learning textbooks present material that favors the representation of Whites over other races. To investigate if this is still the case, we explore inclusivity of race with regard to 1648 image participants found in five popular textbooks. We investigate frequency of occurrence, physical presence (size on page), and projected social relationship between viewer and image participant, drawing on a social semiotic framework for the latter. Results show that the presence of race is (still) heavily skewed toward Whites, both in terms of overall numbers and spatial affordance. Results also show considerable variation across the textbooks quantitatively and qualitatively with regard to racial representation. Nevertheless, there is some regularity with regard to certain image types, which appear to reflect the books' pedagogical foci. Based on these findings and others, we argue for a change in thinking—from the ideal to the practical—and for textbook producers to finally stand up and make substantive changes to how they represent race in imagery, both quantitatively and qualitatively.

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“…The physical appearance of female and male student characters on pages 86 and 6 shows the diversity of Indonesian ethnics. Language-learning materials provide not only language knowledge but also a message about how societies view things such as nationality, race, and gender (Keles, Mansouri, Yazan, 2021;Risager, 2018). Picture #4 in chapter 4 is a female senior high school student who has straight hair and dark skin.…”

Section: The Cultural Values Represented In the Visual Textsmentioning

confidence: 99%

The Cultural Values as Represented in the Indonesian Autism EFL Textbook: Critial Discourse Analysis

Karimah

Barianty

2022

IDEAS

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Culture is an inseparable aspect when an individual learns a target language. English textbook, one of the teaching-learning media, keeps a lot of hidden cultural value inside. There is a limited study investigating the representation of cultural values in an English textbook for autism students. Thus, this study is addressed to investigate both cultural representation and cultural values inside the Indonesian autism EFL textbook published by the Ministry of Education and Culture. The analysis adopted the four dimensions of culture or 4Ps as the framework. The 4Ps refer to Product, Practice, Perspective, and People. The findings of this study underscore the multicultural values represented in the autism English textbook. Those cultural values are as follows: (1) respecting the diversity of a religious group; (2) respecting the Indonesian national cultural traits; (3) respecting the diversity of ethnic groups; (4) respecting democracy; (5) having good manners; and (6) having gratitude. Recommendation for teacher or professional researcher of research and development closes the section of this study and deepened on the semiotics contained in the English textbook for children with autism and the potential theoretical which can be obtained through the analysis of the intercultural language used in the English textbook.

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Perpetuation of gender bias in New Headway: a multimodal critical discourse analysis with a diachronic lens

Cited by 17 publications

References 28 publications

Gender Representation in Perpustakaan Intan

Gender Representation in Perpustakaan Intan

The Representation of Race in English Language Learning Textbooks: Inclusivity and Equality in Images

The Cultural Values as Represented in the Indonesian Autism EFL Textbook: Critial Discourse Analysis

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