Gender Representations in the Greek Primary School Language Textbooks: Synthesizing Content with Critical Discourse Analysis

Authors

DOI:

https://doi.org/10.46328/ijonses.317

Keywords:

Language School textbook, Gender, Content Analysis, Critical Discourse Analysis, Greek primary school

Abstract

School textbooks are media of communicating a large amount of knowledge and teachers rely their teaching practices and schedule their instructions upon them. Except for knowledge on school subjects, textbooks also promote various ideological messages, including gender representations. This study explores gender representations in the Greek primary school language textbook addressed to the first grade, which is currently being taught. For this purpose, Content Analysis and Critical Discourse Analysis are employed in synergy, as Content Analysis on its own is insufficient to fully explore gender representations and the ideologies of school textbook discourse. The results showed clearly that traditional gender representations are reproduced in the particular textbook, by presenting men dominating in the public sphere, and leading women’s lives and their families.

Author Biographies

Christos Alexopoulos, Department of Early Childhood Education, University of Western Macedonia, Florina, Greece

PhD holder, Department of Early Childhood Education, University of Western Macedonia, Florina, Greece

Anastasia G. Stamou, Department of Linguistics and Language Teaching, Aristotle University of Thessaloniki, Greece

Professor of Applied Linguistics-Sociolinguistics-Discourse Analysis

Penelope Papadopoulou, Department of Early Childhood Education, University of Western Macedonia, Florina, Greece

Assistant Professor in Biological Education, University of Western Macedonia, Florina, Greece

References

Alexopoulos, C., Stamou, A. G., & Papadopoulou, P. (2022). Gender representations in the Greek primary school language textbooks: Synthesizing content with critical discourse analysis. International Journal on Social and Education Sciences (IJonSES), 4(2), 257-274. https://doi.org/10.46328/ijonses.317

Downloads

Published

2022-05-26

Issue

Vol. 4 No. 2 (2022)

Section

Articles

License

Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.

The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal on Social and Education Sciences (IJonSES), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions.

Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.