Representations of gender in learning materials convey an implicit message to students about attitudes towards culturally appropriate gender roles for women and men. This collection takes a linguistic approach to exploring theories about gender representation within the sphere of education and textbooks, and their effects on readers and students within an international context. In the opening section, contributors discuss theories of representation and effect, challenging the conventional Althusserian model of interpellation, and acknowledging the challenges of applying Western feminist models within an international context. Following chapters provide detailed analyses focusing on a number of different countries: Australia, Japan, Brazil, Finland, Russia, Hong Kong, Nigeria, Germany, Qatar, Tanzania, and Poland. Through linguistic analysis of vocabulary associated with women and men, content analysis of what women and men say in textbooks, and discourse analysis of the types of linguistic moves associated with women and men, contributors evaluate the extent to which gendered representations in textbooks perpetuate stereotypical gender roles, what the impact may be on learners, and the ways that both teachers and learners interact and engage with these texts.
Representations of gender in learning materials convey an implicit message to students about attitudes towards culturally appropriate gender roles for women and men. This collection takes a linguistic approach to exploring theories about gender representation within the sphere of education and textbooks, and their effects on readers and students within an international context. In the opening section, contributors discuss theories of representation and effect, challenging the conventional Althusserian model of interpellation, and acknowledging the challenges of applying Western feminist models within an international context. Following chapters provide detailed analyses focusing on a number of different countries: Australia, Japan, Brazil, Finland, Russia, Hong Kong, Nigeria, Germany, Qatar, Tanzania, and Poland. Through linguistic analysis of vocabulary associated with women and men, content analysis of what women and men say in textbooks, and discourse analysis of the types of linguistic moves associated with women and men, contributors evaluate the extent to which gendered representations in textbooks perpetuate stereotypical gender roles, what the impact may be on learners, and the ways that both teachers and learners interact and engage with these texts.
Initiated by the Culture Sector of UNESCO, the report draws together existing research, policies, case studies and statistics on gender equality and women's empowerment in culture provided by the UN Special Rapporteur in the field of cultural rights, government representatives, international research groups and think-tanks, academia, artists and heritage professionals. It includes recommendations for governments, decision-makers and the international community, within the fields of creativity and heritage. Annex contains essay 'Gender and culture: the statistical perspective' by Lydia Deloumeaux.
This research is carried out to investigate and explore aspects of gender as presented and represented in one of the currently used English language instructional materials "Action Pack Series from grade one to nine", in the basic stage schools in Jordan. The study aimed at answering one major question: How are gender aspects presented and represented in English Language Jordanian Basic School Curriculum (Action Pack Series) from grade 1-9 ? The research analyzes nine textbooks to investigate nine major aspects of gender ( visibility in photos and illustrations, visibility in the text at the level of word and sentence, topic domination, jobs and occupations, firstness, grammatical function( subject), attributed personal traits (adjectives), leisure- activity types and masculine generic conception.
This dissertation, "Gender in Textbook Dialogues: Textual Analyses and Classroom Practices" by Mei-yan, Florence, Au, 歐美恩, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled "Gender in Textbook Dialogues: Textual Analyses and Classroom Practices" submitted by Au Mei Yan Florence for the degree of Master of Philosophy at the University of Hong Kong in August 2004 The field of language and gender reflects a widespread monolingual and monocultural bias since the textbooks and edited volumes in the field rarely incorporate bi-/ multilingual and second language learning studies. On the other hand, gender studies related to teaching material and classroom research in second or foreign language education, a major topic in multilingualism, often fail to consider the specification and contexts of research. This study of teaching materials and classroom practices adopts a feminist post-structuralist approach, a more context-sensitive, multifaceted, complicated and flexible approach to examine gender issues in EFL or ESL education in the multilingual society of Hong Kong. It clarifies the relationship between gender-biased texts and students' language learning, in terms of language learning opportunities and the acquisition of gender knowledge of the language. It also contributes to the studies of language and gender by elucidating gender issues in second or foreign language classrooms in a multilingual Asian society. It recognizes the complexity of second and foreign language education, sometimes downplayed in previous studies, by placing in its proper context, the interplay between teachers, students and teaching materials in language classrooms. The study first analyses gender representation in English textbook dialogues in terms of language functions, speech amount and content, primarily focusing on married couple and parent roles. It generally shows that husband/father and wife/mother roles are portrayed in stereotypical ways. Husbands and fathers lead, give factual information, and make decisions, whereas wives and mothers are passive agents on most conversational occasions, but experts on cooking, housework, child rearing and instructing. But multiple perspectives, including both negative and positive views, can be identified towards such gender representation. The research goes beyond simple textual analysis and examines how teachers and students use such sexist dialogues in the classroom. Interviews and observations demonstrate that many teachers and students reinforced the gender biases in textbook dialogues by role-playing same sex characters in the classroom, but there are some cases in which both teachers and students are against the stereotypes and diversity can even be found in the enforcing treatments. Based on the gender biases in the textbook dialogues and teachers' and students' treatments of them, it is possible that male and female students have unequal language practices in class. Subsequently, the students may even build up misconceptions on the gendered nature of verbal behavior in English-speaking societies but notably, such impacts may be varying to students even in the same class. (438 words) DOI: 10.5353/th_b3039980 Subjects: English language - Study and teaching - Foreign speakers - China - Hong Kong Gender identity Sexism in language
Explaining theory and research in an accessible but thorough manner, Gender and Social Psychology critically evaluates the contribution that psychology has made to the study of gender, examining key issues such a family roles and parenting, inequalities in education, jobs and pay, and the effects of media representation of the sexes.
This book investigates the intersections between education, social justice, gendered violence and human rights in South African schools and universities. The rich and multifarious tapestry of scholarship and literature emanating from South African classrooms provides a fascinating lens through which we can understand the complex consequences of the economies of education, social justice imperatives, gendered violence in the lives of women and children, and marginalised communities. The scholarship in the book challenges readers to imagine alternative futures predicated on the transformational capacity of a democratic South Africa. Contributors to this volume examine the many ways in which social justice and gendered violence mirror, express, project, and articulate the larger phenomenon of human rights violations in Africa and how, in turn, the discourse of human rights informs the ways in which we articulate, interrogate, conceptualise, enact and interpret quality education. The book also wrestles with the linguistic contradictions and ambiguities in the articulation of quality education in public and private spaces. This book is essential reading for scholars seeking a solid grounding in exploring quality education, the instances of epistemic disobedience, the political implications of place and power, and human rights in theory and practice.
