Abstract
School textbooks are the official and basic teaching tool on which teachers base their teaching and students base their study. It is a means of socialization of the individual, through which every person structures a series of various aspects of social life and personality, one of which is the formation of gender identity, since they reflect the dominant ideology of society for every aspect of social reality. This study explores gender representations in the Greek primary school language textbook addressed to the second grade, which is currently being taught. For this purpose, a combination of Content Analysis and Critical Discourse Analysis was applied, in order to investigate both gender representations and the ideologies of school textbook discourse. At the same time, semi-structured interviews were conducted with the teachers who teach them in order to highlight their views on the gender roles, the way they are presented in school textbooks, but also their possible suggestions for their approach. The results show clearly that traditional gender representations are reproduced in the particular textbooks, by presenting men dominating in the public sphere, and leading women’s lives and their families. Finally, teachers seem to recognize the issue of gender equality in general, but do not clearly identify traditional gender representations in school textbooks.
Presenters
Christos AlexopoulosTeacher, Primary School, Greek Ministry of Education and Religious Affairs, Achaïa, Greece
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Language Textbook, Gender, Content Analysis, Critical Discourse Analysis, Teachers' Views
