Abstract

Recently, boys' literacy needs have become the focus of attention while the literacy needs of girls are not viewed with concern. This suggests that boys' needs and interests continue to privilege those of girls. Research indicates that textbooks used in classrooms are often androcentric in nature. Further, researchers emphasize the lack of, and need for, research on discourse about texts. The purpose of my study was to explore different ways a teacher and his students talk about gendered characters in a textbook and to discover what the teacher's attitudes and beliefs were with regards to literacy and gender. My research was based on my desire to discover whether the discoursal treatment of the text was conducted in an equitable manner. My study utilized a feminist perspective and poststructuralist methodology.