A Critical Discourse Analysis of Gender Representations in the Content of 5th Grade English Language Textbook

IF 1.1 Q2 SOCIAL SCIENCES, INTERDISCIPLINARY International and Multidisciplinary Journal of Social Sciences-RIMCIS Pub Date : 2019-03-30 DOI:10.17583/RIMCIS.2019.3989
Muhammad Ahmad, Syed Kazim Shah
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引用次数: 39

Abstract

This study investigates gender representation in an English language textbook taught to the students of Grade-5 in public and private schools in Punjab (Pakistan) by applying Fairclough’s three-dimensional model. For this purpose, content and critical discourse analyses approaches were applied to check eight-factor gender discrimination in the said textbook. As a result, it was observed that the said textbook was highly gender biased which represented males more than females. It also appeared that the said textbook had been designed to maintain male dominance in implicit as well as explicit ways. Such state of affairs may lead to gender discrimination in practical lives. Therefore, the study suggests that both genders should be represented in an equalized proportion. This can be achieved by increasing the number of female authors and sensitizing the teachers about gender discrimination and asking them to highlight gender biased issues in education.
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五年级英语教材中性别表征的批判性话语分析
本研究运用费尔克劳的三维模型,对巴基斯坦旁遮普省公立和私立学校五年级英语教材中的性别表现进行了调查。为此,我们采用了内容分析和批评话语分析的方法来检查该教科书中的八因素性别歧视。因此,人们注意到,上述教科书有高度的性别偏见,男性多于女性。此外,上述教科书似乎意在以显性和隐性的方式维护男性的主导地位。这种状况可能会导致现实生活中的性别歧视。因此,该研究建议男女应该以平等的比例代表。这可以通过增加女性作者的数量,提高教师对性别歧视的认识,并要求他们强调教育中的性别偏见问题来实现。
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来源期刊
CiteScore
4.60
自引率
4.20%
发文量
9
审稿时长
9 weeks
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