LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 17:6 June 2017
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
         Renuga Devi, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Gender Representations in English Textbooks used in
Grade Eight under National and State Boards, India

Shristi Bhattacharya, M.A. ELT


Assumption University, Thailand

Abstract

This research investigates the representation of different genders in the English textbooks used in grade eight in India. The main objective of the research is to find out what the different representations of genders are and how the language and images are used in the three English textbooks Blossoms, Honeydew and Read Now. This study employs quantitative and qualitative analysis. Part of Fairclough’s (1989) Critical Discourse Analysis (CDA) frameworks that is the description, interpretation and explanation is used for the analysis. Content and textual analysis has been conducted using the schema, frame and script as part of ‘member resources’ (MR). The analyses are divided into seven categories such as gender of authors, gender of characters, male or female centred topics, firstness, images and visibility, language features and plot to answer the two research questions. Additionally, the images have been analysed using Critical Image Analysis tool. The results of the investigation indicates that gender biasness or stereotype still exists in the English textbooks used in Indian school despite the government’s endeavour to establish equality and justice in matters of education as per the national policy of education. In conclusion, the study also provides certain pedagogical implications and recommendations that can help in eradicating the issue of gender inequality of the learning materials in English classrooms

Keywords: gender representation, sexism, images, gender stereotype, gender roles English textbooks.

1. Introduction

Textbooks have often been considered to be an important teaching aid in imparting basic knowledge in all societies. They serve as instruments to make available for a given age group, knowledge, in a particular subject and lay foundations for standard learning and shared culture. Apart from conveying the basic knowledge in a particular subject matter, textbooks directly or indirectly affect and tend to influence a child’s upbringing by “transmitting models of social behaviour, norms and values” which are considered as acceptable and appropriate (UNESCO, 2009). These concepts are more prone to develop during the formative years of a child’s life and have a tendency to influence children’s way of thinking.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Shristi Bhattacharya, M.A. ELT
Assumption University
Soi Ramkhamhaeng 24 Yeak 30
Khwaeng Hua Mak, Khet Bang Kapi
Krung Thep Maha Nakhon 10240
Thailand
shristibhattacharya24@gmail.com

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