Sissies, Sportsmen and Moms Standing over Stoves. Gender aspect of readers and mathematics textbooks for primary education in Slovakia
Resumen
Many studies have dealt with issues related to school textbooks as a significant vehicle of open or hidden gender signals, but in Slovakia this issue has only recently gained ground. To date, textbooks for lower secondary and secondary schools have been at the centre of interest of experts in this area. Ironically however, textbooks for primary schoolshave remained on the periphery of interest of Slovak experts. This study analyses primary level readers and mathematics textbooks in the Slovak Republic. Our aim was to provide a picture of gender stereotypes and gender preferences in given textbooks, through the qualitative research methodology, in particular the method of in-depth textual analysis. In the case of mathematic textbooks it was primarily the analysis the assignment of verbal tasks, readers’ analysis was focused on the content of artistic text. Our intention was not to map the frequency of occurrence of gender stereotypes, but rather the nature and content of displaying the culture-conditioned male and female roles as they are presented in the public and private sphere of life. We are convicted that such model depictions are rapidly, automatically and intuitively acquired by pupils of primary education, which also affects the perception of that subject during adulthood. We believe that our study will contribute to the initial discussion of the issue and the role of textbooks in the educational and general acculturation process of primary school pupils.
Palabras clave
Texto completo:
PDF (English)Referencias
Archer, M.S. (1988). Culture and Agency: The Place of Culture in Social Theory. U.K.: Cambridge University Press.
Belotti, E.G. (2000). Hra, hračky a detská literatúra [Game, toys and children’s literature]. Aspekt, 8(1), 22-30.
Benkovič, J., Hiľovská, Z., & Dubovcová, Z. (2011). Computer games, consequences for the life and functioning of the young individual. Psychiatrická prax, 12(2), 76-80.
Blumberg, R.L. (1984). A General Theory of Gender Stratification. Sociological Theory, 2, 23-101.
Byrne, M.M. (2001). Uncovering Racial Bias in Nursing Fundamentals Textbooks. Nursing and Health Care Perspectives, 22, 299-303.
Curran, D.J., & Renzetti, C.M. (2003). Ženy, muži a společnost [Women, men and society]. Praha: Karolinum.
Foster, S. (1999) The struggle for American identity: treatment of ethnic groups in United States history textbooks. History of Education, 28(3), 251-278.
Galádová, A. et al. (2013). Trends in the key competences of pupils in the 4th year of elementary schools. Bratislava: NÚCEM.
Hamdan, S. (2010). English-language Textbooks Reflect Gender Bias: A Case Study in Jordan. Advances in Gender and Education, 2, 22-26.
Harrison, L., Azzarito, L., & Burden, J. (2004). Perceptions of Athletic Superiority: a View from the Other Side. Race, Ethnicity and Education, 7, 90-101.
Hirschnerová, Z., Filagová, M., & Ondráš, M. (2012). Textbook for the 3rd year of primary education. Bratislava: OG-Poľana Publishers, spol. s.r.o.
Hirschnerová, Z., Filagová, M., & Ondráš, M. (2013). Textbook for the 4th year of primary education. Bratislava: Príroda Publishers, s.r.o.
Kemp, J.E. (1977). Instructional design: A plan for unit and course development. New York: Longman.
Kobia, J.M. (2009). Femininity and Masculinity in English Primary School Textbooks in Kenya. The International Journal of Language, Society, and Culture, 28, 57-71.
Kostrub, D., Tóthová, R., Severini, E., & Kikušová, S. (2014). Teaching process with the use of digital technologies from view of the action research. Valencia: IATED Proceedings.
Lloyd, C.B. et al. (2005). Growing up global: The changing transition to adulthood in developing countries. Washington, D.C.: The National Academies Press.
Maňák, J., & Klapko, D. (2006). Učebnice pod lupou [Textbooks under the magnifying glass]. Brno: Paido.
Martin, C., & Ruble, D. (2004). Children’s search for gender cues: Cognitive perspectives on gender development. Current Directions in Psychological Science, 13(2), 67-70.
McCabe, J. et al. (2011). Gender in Twentieth-Century Children’s Books: Patterns of Disparity in Titles and Central Characters. Gender & Society, 25(2), 197-226.
Oakley, A. (2000). Pohlaví, gender a společnost [Sex, gender and society]. Praha: Portál.
Smetáčková, I. et al. (2007). Příručka pro genderově citlivé vedení školy. [A tutorial for gender sensitive school leading]. Praha: Otevřená společnost.
Steele, C.M., Spencer, S.J., & Aroson, J. (2002). Contending with group image: the psychology of stereotype and social identity threat. In Zanna, M.P. et al. (Eds.), Advances in experimental social psychology (pp.379-440). Morristown, N.J.: Erlbaum.
Tajfel, H. (1981). Human groups and social categories. Cambridge: Cambridge University Press.
UNESCO. (1990). World Conference on Education for All: Meeting Basic Learning Needs. New York: Inter-Agency Commission for the World Conference on Education for All. Recovered from: http://unesdoc.unesco.org/images/0012/001275/127583e.pdf
UNICEF. (2009). Towards Gender Equality in Education: Progress and challenges in Asia-Pacific Region. Kathmandu: UNICEF. Recovered from: http://www.ungei.org/resources/files/Towards_Gender_Equality_in_Education_051809.pdf
Woyshner, C. (2006). Picturing Women: Gender, Images, and Representation in Social Studies. Social Education, 70(6), 358-362.
DOI: https://doi.org/10.14516/fde.549
Enlaces refback
- No hay ningún enlace refback.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial 3.0 España.