Representation of Gender in English Language Textbooks at the Primary Level of Education in Bangladesh

Abstract

The importance of enhancing gender equality in education has been persistently emphasized by the global community for a considerable period. Hence, various countries across the globe have adopted policies to eradicate gender bias at every level of education. In this regard, textbook researchers have found that textbooks are one of the significant ways to help establish gender equality. Bangladeshi researchers are also concerned regarding the use of gender-equitable textbooks in classrooms. They explored the necessity of eliminating gender bias in the textbooks of Bangladesh. Besides, the National Education Policy 2010 of Bangladesh also emphasized the elimination of gender bias from educational materials. Gender hierarchy is socially and culturally constructed. A review of the existing literature shows that materials developers or textbook writers very often demonstrate gender-biased messages in the textbooks in the name of representing social reality. Consequently, teachers convey those biased messages to the learners, and thus, gender disparity spreads in society. However, research from around the world shows recommendations for reinforcing gender equality through textbooks, especially the textbooks of the primary level of education as young learners gain various pieces of knowledge and ideas through textbooks at an early age. Besides, textbooks play vital roles in developing ideologies and transmitting moral values and truth to the learners. The current study, therefore, investigates gender representation in the textbooks of the primary level of education in Bangladesh. Drawing on insights from the core concepts of critical theory, Foucault’s theory of power and the feminist linguistic approach, the current study has drawn a conceptual framework to investigate gender representation in textbooks. Using a mixed-method approach, it analyzed the English for Today (EfT) textbooks for Classes I, II, III, IV, and V. Using the content analysis method, the current study first analyzed the linguistic usage in textbooks. However, the analysis did not depend solely on the linguistic resources but rather included multi-modal resources, as the blending of languages and multi-modal resources was found crucial for the meaning-making process. Alongside, the study used interviews as a research tool to explore the perceptions of the stakeholders, specifically primary school teachers and textbook writers. Their perceptions are significant, as no substantial studies were found on the perceptions of primary school teachers regarding gender equality in textbooks. Moreover, the voices of the textbook writers are unexplored in Bangladesh. The findings of the study revealed that female characters, in comparison to male characters, were underrepresented through the use of language. For example, male characters outnumbered females in most of the cases in terms of nouns, pronouns, etc. Biased diction was also used for females. Discrimination was explored in various multi- modal resources, such as how men were more visible in the images. Besides, women were depicted in limited occupational roles, whereas men were depicted in challenging and diverse roles. In addition, men enjoyed leadership qualities and were highlighted in sports and outdoor activities, unlike women. In addition, the stereotypical social construction of gender and patriarchal oppression were explored through language and other resources. Most importantly, the stakeholders (teachers and textbook writers) acknowledged the unequal representation of gender in textbooks. They perceived the necessity of promoting gender equality through textbooks and recommended reviewing and updating the existing textbooks for better representation. Although the National Curriculum and Textbook Board (NCTB) claims to be mindful of gender representation in textbooks in theory, it seems that the authority did not prioritize promoting gender equality in the instructions provided to the writers. The less prioritization of gender issues may be the reflection of the patriarchal mindsets of the authority and the greater society. The results of the study, thus, exposed the unfair manifestations of gender and patriarchal oppression through languages and multi-modal resources. The stakeholders also acknowledged the adverse effects of biased textbooks on learners. The study also analyzed the social construction of gender in the context of Bangladesh and explored the idea that any improvement in women’s conditions in contemporary society was not properly manifested in the textbooks. Women in Bangladesh are making significant contributions towards reducing poverty in the country and educated middle-class women are privileged in the society, but the textbooks neither represent these privileged women nor highlight their financial contributions. The findings of the study will raise awareness about gender equality amongst textbook writers and help them produce more gender-equitable textbooks. Besides, the findings of the study will enable teachers to convey gender-neutral messages in the classrooms. Finally, this study will contribute towards eliminating disparity and enhancing gender equality through the textbooks of the primary level of education in Bangladesh.