The representation of gender in English textbooks in Uganda

Barton, Amanda; Sakwa, Lydia Namatende

doi:10.1080/14681366.2012.669394

Cited by 85 publications

(72 citation statements)

References 24 publications

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“…This view is a fallacy, since it does not include the fact that both female and male characters, are socially constructed, as they are represented in literature according to certain prevalent, dominant, or even hegemonic, social values and norms. Barton and Sakwa (2012) clearly articulate the role of texts in socialising learners within a school setting. First, they identify textbooks as one of the major agents in the transmission of social values and attitudes within the school setting.…”

Section: Theoretical Background Gender Representationmentioning

confidence: 99%

Gender Representation of Characters in ChiShona Old World Novels: Implications for Gender Socialization of Secondary School Learners in Zimbabwe

Taringa¹

2019

Alternation

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Although scholars acknowledge that instructional materials are a vehicle for norms, values and models of social behaviour through the representations and constructions that they contain (Brugeilles & Cromer 2009:6), ChiShona literary prescribed instructional materials have never been vetted for gender messages the representations of the characters in the novels communicate to pupils and the possible educational implications of the gender messages in the novels, to pupils. This article sets out to qualitatively explore, through content and discourse analysis in terms of gender depiction, the statuses of characters in purposively sampled Zimbabwean Ordinary Level 2010-2015 prescribed ChiShona Old World literary texts. It aims to decipher what messages the statuses of the characters convey to 'O' Level pupils. It focuses specifically on the statuses of characters generally categorized as protagonists, heroes/ heroines and villains. Findings reveal the depiction of characters is to a large extent sexist. There are forms of gender bias against female characters. As a result, the novels tend to provide positive role models for the boy pupil at the expense of the girl pupil. Overall, the study recommends that biased gender portrayals needs to be addressed through a broad based and gender-sensitive discourse in the classroom in the teaching of ChiShona Old World Novels.

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Section: Theoretical Background Gender Representationmentioning

confidence: 99%

Gender Representation of Characters in ChiShona Old World Novels: Implications for Gender Socialization of Secondary School Learners in Zimbabwe

Taringa¹

2019

Alternation

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“…On this account, female participants have been omitted to some extent. This representation reflects a similar exercise undertaken by Barton and Sakwa (2012: 181).…”

Section: Occupation (See Appendix 1)mentioning

confidence: 99%

Teaching Inequality: A study of gender identity in EFL Textbooks

Musty¹

2015

Idp

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A command of English is recognised as vital for immigrants to Britain. Textbooks are used widely in learning the language but they cannot be assumed to be value free. As the Prime Minister has highlighted the importance of sexual equality, this paper analyses, from the perspective of a teacher, one book produced in the UK in order to discover how gender is represented. Making reference to key papers, there is a review of which occupations are attributed to women and which to men, which gender is given first when both are mentioned, language features employed by speakers in dialogues within the book and the use of adjectives. It is found that there are some subtle differences and therefore there is likely to be an acceptance of the values represented by its learners. Some practical recommendations are made for how a teacher might deal with such issues in class.

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“…Tao suggests that time has come for curriculum designers and EFL textbook writers to combat sexism in EFL textbooks to provide individuals "fair and impartial" education "regardless of sex." "Busy, tall and beautiful" women about whom Renner (1997) talks are still there in the textbooks after all these years, and the invisible characters that are portrayed in less frequency and are dealing with house chores are found in other studies as well (Antiksari, 2011;Barton & Sakwa, 2012;Karimaghaei & Kasmani, 2013;Kobia, 2009). Lee and Collins (2008) maintain that the importance of being 'beautiful' rather than 'able' is the trend even in political issues in Hong Kong, thus they expect to see the same trend in English textbooks.…”

mentioning

confidence: 99%

The Representation of Male and Female Social Actors in the ILI English Series

Sadeghi¹,

Maleki²

2016

JLTR

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Abstract-Textbooks are important parts of all educational systems nowadays, which can make people ready for globalization and new concepts emerging through it. These individuals need to be given the chance of feeling as successful and important, in a world which is neither blue nor pink. Equality can pave the way to a better world, and the study of the representation of male and female social actors in textbooks can lead to elimination of inequality from textbooks and societies. This study is an attempt to analyze the representation of males and females at the ILI English Series. The dialogues examined critically through Van Leeuwen's framework (1996, 2008), and they proved to be gender-biased. These series depict a men-without-women world in which females are waiting for a chance to 'be', 'be seen' and 'be heard'. (140) Index Terms-critical discourse analysis, hidden curriculum, representation of social actors, EFL textbook

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The representation of gender in English textbooks in Uganda

Cited by 85 publications

References 24 publications

Gender Representation of Characters in ChiShona Old World Novels: Implications for Gender Socialization of Secondary School Learners in Zimbabwe

Gender Representation of Characters in ChiShona Old World Novels: Implications for Gender Socialization of Secondary School Learners in Zimbabwe

Teaching Inequality: A study of gender identity in EFL Textbooks

The Representation of Male and Female Social Actors in the ILI English Series

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