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

Abstract

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

Current Trends in Critical Discourse Analyses of Textbooks: A Look at Selected Literature

“…In Table 1, the most common investigations appear to be motivated by a focus on gender representations, where the findings exposed males as the dominant social actors in all forms of discourse, including multimodal examinations (Ahour & Zaferani, 2016;Giaschi, 2000;Gungor & Prins, 2010;Healy, 2009;Lee, 2011;Marefat & Marzban, 2014;Nofal & Qawar, 2015;Sadeghi & Maleki, 2016;Sahragard & Davatgarzadeh, 2012;Setyono, 2018;Sherman, 2010;Soylemez, 2010;Stockdale, 2006;Tajeddin & Janebi, 2010;Thomson & Otsuji, 2003). This trend is closely followed by investigations of marginalized identities or communities, and othering (Van Dijk, 2011;Wodak & Meyer, 2015).…”

Representation of Gendered Language in English Textbook for Indonesian Junior High Schools

“…The element of doubt in female speech implies that women cannot think clearly and be involved in a serious discussion. This inferior trait associated with women caused career and social roles limitation (Parker, Larkin, & Cockburn, 2017;Sadeghi & Maleki, 2016;Siy & Cheryan, 2016;Yonata, Riau, Mujiyanto, & Semarang, 2017) (Siy & Cheryan, 2016). The previous researchers also proved that hedges and fillers were produced mainly by women (Engström, 2018;Mulac, 2001).…”

A Triangulated Accounting of Top Notch 2: Negotiating Ideologies in the Multimodal Discourse of an EFL Textbook in Korean University Classrooms

“…In reflection of the literature featuring critical analyses of EFL textbooks, much of the focus has been on gender representation (i.e. Ahour & Zaferani, 2016;Amerian & Esmaili, 2015;Baghdadi, 2012;Giaschi, 2000;Gungor & Prins, 2010;Healy 2009;Lee, 2014;Marefat & Marzban, 2014;Mustedanagic, 2010;Nofal & Qawar, 2015;Sadeghi & Maleki, 2016;Sahragard & Davatgarzadeh, 2012;Setyono, 2018;Sherman, 2010;Soylemez, 2010;Stockdale, 2006;Tajeddin & Janebi, 2010;Thomson & Otsuji, 2003) or selected parts of texts that support the research questions of a given article. As in Cortez (2008) treatment of the use of a series of EFL textbooks used for Spanish-speakers in New Mexico, this dissertation intends to triangulate qualitative analyses from the perspective of the researcher, the teacher, and Korean EFL.…”

“…In a general sense, the pool of critical studies reviewed here point to a common focus on gender representation, where the findings exposed males as the dominant social actors in all forms of discourse (Ahour & Zaferani, 2016;Amerian & Esmaili, 2015;Baghdadi, 2012;Giaschi, 2000;Gungor & Prins, 2010;Healy, 2009;Lee, 2014;Marefat & Marzban, 2014;Mustedanagic, 2010;Nofal & Qawar, 2015;Sadeghi & Maleki, 2016;Sahragard & Davatgarzadeh, 2012;Setyono, 2018;Sherman, 2010;Soylemez, 2010;Stockdale, 2006;Tajeddin & Janebi, 2010;Thomson & Otsuji, 2003). This trend is closely followed by investigations of marginalized identities or communities, and othering (Van Dijk, 2011;Wodak & Meyer, 2016).…”

“…Ahn, 2014;Choi, 2008;Lee, 2009;Lee, 2011a;Lee, 2014;Matsuda 2002;Sherman, 2010;Shin, Eslami, & Chen, 2011;Song, 2013;Taylor-Mendes, 2009;Yim, 2014), interpellated under the umbrella of education (Apple, 1985;Canagarajah, 1993;Curdt-Christiansen & Weninger, 2015;Dendrinos, 2015;Fitzgibbon, 2013;Gray, 2010;Harwood, 2014;Littlejohn, 1992;Song, 2013;Van Dijk, 2011). For example, from nearly fifty scholarly articles (N=47), featuring critical studies of textbooks that looked at multimodal discourse, many findings focused on gender representation, such as exposing males as the dominant social actors in all forms of discourse (Ahour & Zaferani, 2016;Amerian & Esmaili, 2015;Baghdadi, 2012;Giaschi, 2000;Gungor & Prins, 2010;Healy 2009;Lee, 2014;Marefat & Marzban, 2014;Mustedanagic, 2010;Nofal & Qawar, 2015;Sadeghi & Maleki, 2016;Sahragard & Davatgarzadeh, 2012;Setyono, 2018;Sherman, 2010;Soylemez, 2010;Stockdale, 2006;Tajeddin & Janebi, 2010;…”