Representing Women ‘Our Way’: An English Language Teaching Television Programme in Sri Lanka

Medawattegedera, Vivimarie Vanderpoorten

doi:10.1177/2393861717730621

Cited by 6 publications

(6 citation statements)

References 25 publications

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“…The vast majority of roles associated with men are in-command jobs (e.g., doctor and prime minister). It is consistent with the findings of the study by Medawattegedera (2017) who reported that men were more frequently portrayed in in-command jobs. Furthermore, social roles of low status except pilot are associated with women, which implies inferiority of women to men and that women are not capable of carrying out challenging social roles.…”

Section: Discussionsupporting

confidence: 92%

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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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Section: Discussionsupporting

confidence: 92%

“…For instance, a nurse associated with women receives commands from a doctor. This result is on par with the study by Medawattegedera (2017) who concluded that subordinate and under-command jobs were associated with women.…”

Section: Discussionsupporting

confidence: 82%

Gender voices in Afghanistan primary and secondary school English textbooks

Orfan

2022

The Curriculum Journal

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“…Concerning English textbooks in the global contexts, we have surveyed 11 studies about textbooks produced and used in Iran (Foroutan, 2012), Finland (Hjelm et al, 2019), Pakistan (Khan, Sultana, Bughio, & Naz, 2014), Sri Lanka (Medawattegedera, 2017), and Malaysia (Mukundan & Nimehchisalem, 2008). Besides this corpus of work, there are three gender-related studies in English textbooks for global use, namely "New Crown" used in Japan (Clark, 2015), "Oxford English for Careers" (Adel & Enayat, 2016) and "Summit" series (Rashidi & Ghaedsharafi, 2015).…”

Section: Gender Representation In English Textbooksmentioning

confidence: 99%

“…Language textbooks are powerful in directing what a beginning learner attempts to express in the target language and stand up for the learner's cultures (Hjelm et al, 2019). As textbooks bring to bear a strong influence on learners' minds, writers or teachers should address and revise any textbook potential misrepresentations (Medawattegedera, 2017). Hence, how textbooks play a substantial role in fostering learners' critical thinking skills should seriously be considered (Solihati & Hikmat, 2018).…”

Section: Introductionmentioning

confidence: 99%

Preservice Teachers’ Criticality in Analysing School English Teaching Materials: Gender Representation and Islamic Perspective

Jazadi

Widari

Aprianti

2023

ijole

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This article reports on teacher trainees’ ability in doing a critical analysis of an extract of English teaching materials from a gender perspective. The critical ability was prompted using a textbook extract that generated two gender issues, namely woman-man relationship and the position of women in occupational discourse. The participants were 38 trainees enrolled in textbook analysis subject in the English Department of a college in regional Indonesia. The research data were the trainees’ results of the mid-term test, designed with explicit instruction to ascertain the afore-mentioned critical elements, and their results of the final exam with implied instruction to discern the same critical elements. The data were analysed qualitatively by interpreting the participants’ responses based on their degree of criticality. The mid-term test results show that more than half of them were critical about woman-man relationship, while only 18% were critical about women position at work. The trainees’ results in the final test demonstrate a significant downturn of their critical thinking performances. Only 15% criticized woman-man relationship and 13% problematized women position at work. These findings raise concerns about the trainees’ level of criticality and so systematic efforts to sharpen trainees’ critical analytical ability should be further attempted.

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“…Consequently, language textbooks may be an extremely successful tool for reshaping students' conceptions of what is and is not acceptable in a specific situation (Curdt-Christiansen, 2017). Moreover, Gender has been discussed and researched in the social sciences, namely education (Medawattegedera, 2018), politics (Baker & Whitehead, 2016;Eum, 2019), sociology (Breckenridge et al, 2019), and linguistics (Beatty Martnez & Dussias, 2019).…”

Section: Introductionmentioning

confidence: 99%

Sexism in Indonesia’s Tenth Grade EFL Companion Textbook

Firstyani

Asih

Suhatmady

2022

JELTL

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<em>The present study investigates the kind of sexism reflected in the companion textbook used in Senior High School: the frequency of female and male occurrences, the female and male titles, the graphic depiction of females and men, the masculine pronoun tendency, activities, and social-domestic roles throughout the description phase. It also examines how occupational gender stereotypes are portrayed in textbooks. This analysis was conducted by applying Fairclough's three-dimensional analysis and Halliday’s Systemic Functional Linguistics. Finally, this research indicated that textbooks had a sexist mindset characterized by gender marginalization, gender subordination, gender stereotypes, cultural sexism, and sex-based work segregation. The textbooks were biased toward females by depicting females less frequently than males in pictorial representation (58.48 vs 33.97 percent); the titles Mr. and Mrs. were used inconsistently, and there were 12 instances of masculine pronoun tendency, representation of activities, and social-domestic roles that perpetuate female subordination. The research also found that there were considerably fewer images of women than males in the public domain, suggesting that women in traditional gender roles such as cooking and caring for children were far more prevalent. In terms of occupational gender stereotypes, the survey indicated that male jobs were more prevalent and diversified than female ones. In terms of social duties, men were found to have a greater selection of occupations than females</em>.

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Representing Women ‘Our Way’: An English Language Teaching Television Programme in Sri Lanka

Cited by 6 publications

References 25 publications

Gender voices in Afghanistan primary and secondary school English textbooks

Gender voices in Afghanistan primary and secondary school English textbooks

Preservice Teachers’ Criticality in Analysing School English Teaching Materials: Gender Representation and Islamic Perspective

Sexism in Indonesia’s Tenth Grade EFL Companion Textbook

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