Gender, Race and Generation in Algerian Secondary School Textbooks
Loading...
Date
2011
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The present research is an attempt to evaluate the Algerian new reform-based
English Textbooks designed for Secondary School Education with regards to gender, race and
generation. Our particular interest in conducting a Magistér dissertation on these issues was
triggered by the function that school textbooks have as“powerful agents of socialization”. It
can be argued that coursebooks, with all their aspects, have the power of altering
students’opinions and beliefs on many socio-cultural matters such as gender, race and
generation since the majority of classroom teaching is carried out by the use of them.In
relation to this, critical theorists reject the claim that schooling constitues a valu-neutral
process and argue that schools often operate with the intent to reproduce the values and
privileges of the dominant culture (Darder, 1991). Hence,school textbooks have effects on
students’cognitive and emotional formation. Therefore, recent trends in English Language
Teaching (ELT) research necessitates the study of coursebooks and instructional materials
from various perspectives including their cultural, social, and psychological qualities and
effects (Kramsch 2000). Gender, race and generation as represented in school textbooks are
worth studying because students are exposed to many words and images effecting their
knowledge, perceptions and world views.
It is believed that by focusing on how characters are portrayed in an EFL textbook , an
infinte number of messages or values are passed on to students. Such values, then, may turn
into stereotypical thinking of students towards others in society, inevitably building onto the
malpractices such as hatred, intolerance, or belittling of others. Therefore, Our intention in the
research at hand is to unveil the way characters:Female, male, groups minorities and elders
are represented in the new manuals since one of the aims of the latest reform is to promote
values and not demote them. To reach this aim, Sadker and Sadker‘s seven categories of
II
bia(invisibility, stereotypes, linguistic bias,unreality, fragmentation, selectivity and cosmetic
bias) were used as our theoritical starting to investigate and explore the different forms of bias
that may be found in At the Crossroads, Getting Through and New Prospects designed for S1,
S2 and S3 Respectively.
To realize our research,both quantitative and qualitative analysis were performed.
Through content anlysis (CA) and critical discourse analysis (CDA) the results obtained have
displayed that the textbooks in question are far from being bias-free with regards to all the
aspects selected for evaluation. It has been found that there is a significant tendency to
underrepresent females, ethnic groups and elders. The invisibility of these characters is
recorded both in text and illustrations. The findings further show some stereotypes especially
concerning the aspects of occupations and personal traits. Additionally,both quantitative and
qualitaive analysis have confirmed the presence of these forms of bias (selectivity,
fragmentation, unreality, cosmetic bias). As far as linguistic bias is concerned, it has been
observed that the authors of the textbooks have been sensitive in their use of language in the
portrayal of ethnic groups and elders. Furthermore, there is a remarkable tendency to use an
inclusive and neutral language in the description of both genders.
On the basis of these findings ,we come to the conclusion that that authors of the
textbooks were not guided by specific checklists that would prevent the production of biased
instructional materials. Hence, it is highly recommended for the Algerian Ministry of
Education to elaborate checklists for identifying bias,because, besides the overt role schools
play on students ‘mental development, there is also an implicit and “covert message” that the
school endorses to students.
Description
191p.:ill;30cm.(+cd)+appendixe
Keywords
Textbooks evaluation, gender, race, generation, ageism, bias, stereotypes,
content analysis, critical discourse analysis, hidden curriculum, socialization
Citation
Didactics