A Critical Analysis Of Gender Representation In Primary School Textbook (first Year, Second Generation)

Abstract

Research in the field of gender studies has been thoroughly proliferating for decades. However, little attention has been given to examine textbook illustrations in relation to gender representations in the Algerian context. Thus, the present study attempts to investigate how gender is actually portrayed in first year primary school textbook (second generation). Quantitative and qualitative analyses were interchangeably used to examine gender representations in terms of visibility, firstness, character attitudes and gender stereotypes. The results revealed that males outnumber females in various illustrations and the differences are amply depicted. Moreover, gender imbalance and gender stereotypes in relation to the aforementioned criteria are outstandingly displayed and are crept into language learning. Thus, primary school textbook mirrors our society in a way that represents a means of socialization whereby pupils’ attitudes and orientations are affected. Therefore, it is used as evidence to incorporate at an early age such inherent stereotypes that stimulate such societal biased and traditional perception.