GENDER REPRESENTATION: A CASE STUDY OF GRADE VI ENGLISH TEXTBOOK

Abstract

Social norms are executed through textbooks. A society can develop gender socialization, beliefs, and inequality in its young generation through their textbooks and classroom experiences. Therefore, analysis of the textbooks for fostering gender fairness is vital. Keeping in view this necessity, the present study is conducted to analyze English textbook at the middle level of education in Pakistan to examine the formulation of gender stereotypes. The study comprises of content and visual analysis of English textbook, at grade VI, designed by the Punjab Textbook Board (PTB) through mixed method research. The results reveal that male dominance is featured in textbook both in images and text. The females are depicted as under served, having less diverse job roles, and doing household chores. Portrayal of traditional gender roles in textbooks wholly neglect the upgraded version of gender roles in Pakistani society. These findings are helpful for textbook development agencies, writers, and teachers to shape policies at the national level for producing gender-inclusive curricula and textbooks.