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.
Introduction Abolaji S. Mustapha and Sara Mills Part I: Theories of
Representation in Relation to Textbooks
1. Gender Representation in Learning
Materials Abolaji S. Mustapha and Sara Mills
2. Gender (Representation) in
Foreign Language Textbooks: Avoiding Pitfalls and Moving On Jane Sunderland
Part II: Textual Analysis
3. Gender Representation in Hong Kong Primary
English-Language Textbooks: A Corpus Study Jackie Lee and Peter Collins
4.
Innocent Maths? Gender Representations in German Maths Books Christine Ott
5.
Gender Representations in EFL Textbooks in Turkey Ebru Bag and Yasemin
Bayyurt
6. Gender Stereotyping and Linguistic Sexism in Qatari Teaching
Materials Zohreh Eslami, Sunni Sonnenburg, Wei-Hong Ko, Fatma Hasan, and
Fuhui Tong Part III: Beyond the Text
7. Textual Representations and
Transformation in Teacher Masculinity Rosyln Appleby
8. Finnish Teachers
Exploring Gender Bias in School Textbooks Liisa Tainio and Ulla Karvonen
9.
Gender Positioning through Visual Images in English Language Textbooks in
Nigeria Abolaji S. Mustapha
10. Gender Socialization through Literary Texts:
A Study of Two Folk Tales Used in a Russian Preschool Ekaterina Moore
11.
Constructing Gender and Sexuality in the EFL Classroom in Poland: Textbook
Construction and Classroom Negotiation? ukasz Pakua and Joanna Pawelczyk
Sara Mills is Research Professor in Linguistics at Sheffield Hallam University. She has published in the areas of feminist linguistics and politeness research, for example on language and sexism, gender and politeness. Her books include Gender and Politeness (2003) and Language, Gender and Feminism (with Mullany) (2011).
Abolaji S. Mustapha is Senior Lecturer at Lagos State University, Nigeria. He has published in the areas of gender, language policy, politeness, and multilingualism. His publications include Gender in Language Use (2010) Compliment response patterns in Nigerian English (2010) and The hegemony of the English language in Nigeria (2014).
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