Primary Level Teachers’ Response to Gender Representation in Textbook Contents
Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 32926
Primary Level Teachers’ Response to Gender Representation in Textbook Contents

Authors: Pragya Paneru

Abstract:

This paper explores altogether 10 primary teachers’ views on gender representation in primary level textbooks. Data were collected from the teachers who taught in private schools in the Kailali and Kathmandu districts. This research uses a semi-structured interview method to obtain information regarding teachers’ attitudes toward gender representations in textbook contents. The interview data were analysed by using critical skills of qualitative research. The findings revealed that most of the teachers were unaware and regarded gender issues as insignificant to discuss in primary-level classes. Most of them responded to the questions personally and claimed that there were no gender issues in their classrooms. Some of the teachers connected gender issues with contexts other than textbook representations such as school discrimination in the distribution of salary among male and female teachers, school practices of awarding girls rather than boys as the most disciplined students, following girls’ first rule in the assembly marching, encouraging only girls in the stage shows, and involving students in gender-specific activities such as decorating works for girls and physical tasks for boys. The interview also revealed teachers’ covert gendered attitudes in their remarks. Nevertheless, most of the teachers accepted that gender-biased contents have an impact on learners and this problem can be solved with more gender-centred research in the education field, discussions, and training to increase awareness regarding gender issues. Agreeing with the suggestion of teachers, this paper recommends proper training and awareness regarding how to confront gender issues in textbooks.

Keywords: Content analysis, gender equality, school education, critical awareness.

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 201

References:


[1] Mojica, C. P., & Castañeda-Peña, H. (2017). A learning experience of the gender perspective in English teaching contexts. Profile Issues in Teachers Professional Development, 19(1), 139-153.
[2] Mojica, C. P., & Castañeda-Peña, H. (2021). Helping English language teachers become gender aware. ELT Journal, 75(2), 203-212.
[3] Paneru, P. (2019). Gender Discourses as a ‘Technology of Power’ in Nepalese Primary Level Textbooks. Molung Educational Frontier, 9, 129-140.
[4] Shah, R. K. (2016). Gender analysis of primary social studies textbooks in Nepal. Shah, RK (2016). Gender Analysis of Primary Social Studies Textbooks in Nepal. Modern Research Studies: An International Journal of Humanities and Social Sciences, 3(2), 294-315.
[5] Setyono, B. (2018). The portrayal of women in nationally endorsed English as a foreign language (EFL) textbook for senior high school students in Indonesia. Sexuality & Culture, 22(4), 1077-1093.
[6] Blumberg, R. L. (2015). Eliminating gender bias in textbooks: Pushing for policy reforms that promote gender equity in education. Background paper for EFA Global Monitoring Report.
[7] Kostas, M. (2021). Discursive construction of hegemonic masculinity and emphasised femininity in the textbooks of primary education: children’s discursive agency and polysemy of the narratives. Gender and Education, 33(1), 50-67.
[8] Chick, K. A., Slekar, T. D., & Charles, E. P. (2010). A gender analysis of NCSS Notable picture book winners: 2006-2008. Social Studies Research and Practice.
[9] Táboas-Pais, M. I., & Rey-Cao, A. (2012). Gender differences in physical education textbooks in Spain: A content analysis of photographs. Sex roles, 67(7), 389-402.
[10] Sunderland, J. (2000). New understandings of gender and language classroom research: Texts, teacher talk and student talk. Language teaching research, 4(2), 149-173.
[11] Gouvias, D., & Alexopoulos, C. (2018). Sexist stereotypes in the language textbooks of the Greek primary school: a multidimensional approach. Gender and Education, 30(5), 642-662.
[12] Mahmood, T., & Kausar, G. (2019). Female teachers’ perceptions of gender bias in Pakistani English textbooks. Asian Women, 35(4), 109-126.
[13] Gray, C., & Leith, H. (2004). Perpetuating gender stereotypes in the classroom: A teacher perspective. Educational studies, 30(1), 3-17.
[14] Paneru, P. (2022). Visual Images and Interpretations: A Semiotic Analysis of Textbook Covers. SCHOLARS: Journal of Arts & Humanities, 4(1), 29-43.
[15] Saldaña, J., & Omasta, M. (2016). Qualitative research: Analyzing life. Sage Publications.
[16] Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
[17] Merriam, S. B., & Tisdell, E. J. (2016). Designing your study and selecting a sample. Qualitative research: A guide to design and implementation, 67(1), 73-104.
[18] Connell, R. W. (2002). Gender: Short Introductions. Polity.
[19] Government of Nepal. (2019). Aadharbhut Taha Kakshya 1-3 ko Pathyakram 2076. Pragya Adhunik Chhapakhana.
[20] Government of Nepal. (2019). Bidhyalaya Sikshyako Rastriya Pathyakram Prarup 2076. Curriculum Development Centre.