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Gender (in)equality in English textbooks in the Philippines : a critical discourse analysis
Author
Curaming, Eulalia Mendoza
Supervisor
Curdt-Christiansen, Xiao Lan
Abstract
This study examines the patterns of representations of gender relations in an English textbook series used in primary schools in the Philippines. The choice of textbooks in the Philippines as a case for examination is informed by the very high ranking of this country in internationally recognised gender equality indices. In addition, the authors of this textbook series espouse progressive agenda in education reforms. Situating the examination of textbooks within such a context, this study seeks to analyse the persistence of gender inequality in textbooks in a context that is fairly favourable for the promotion of gender equality. Specifically, the questions addressed are the following: 1) Whether or not, and if it does, in what ways and to what extent, gender inequality persists in English Reading textbooks? 2) How may Critical Discourse Analysis be employed in analysing the types, patterns and possible roots of gender (in)equality in the textbooks? 3) What are the implications and pedagogical measures may be taken by teachers using these and similar textbooks to address the persistence of gender inequality, if this is indeed the case?
This study employs a combination of quantitative content analysis and Norman Fairclough’s multi-dimensional approach to Critical Discourse Analysis (CDA). Fairclough’s approach to CDA synthesises the micro (textual analysis), meso (interpretation) and macro (socio-historical analysis of context) levels of analyses. To make analysis more manageable, the empirical database has been limited to short stories and excerpts from longer fiction, which taken together are assumed to form a fairly coherent ‘text world’, following the Michael Hoey’s idea of ‘text complete’(Scott & Thompson, 2001). The patterns of gender relations discerned through content analysis of 92 short stories are interpreted, analyzed and their political implications are explicated.
The findings indicate that overall gender inequality persists in favour of males, but with the profusion of images of remarkably strong and well-portrayed female characters in the stories, the gap is not very wide. Male dominance emanates from the significantly greater total number of male characters. In qualitative terms, male and female were portrayed more or less equally. The favourable overall portrayal of female in this text world may be explained by the authors’ apparent intent to promote women empowerment or gender equality. The persistence of male dominance overall may be a reflection of the fact that notwithstanding the Philippines’ high rank in the globally recognised gender equality indices, gender gap remains significant, particularly in economic and political spheres. The implications are rather sobering in so far as the worldwide efforts to promote gender equality are concerned: if even among the highly-ranked countries like the Philippines, the challenges for the campaigns for gender equality remain formidable, how much more is the case for over a hundred of lower-ranked countries?
What are some doable measures teachers who use this, or other similar textbooks, may employ? First, to be aware of the extent and types of gender bias that persist in these textbooks; second, to be able to identify the selections where these biases persist; third, to be proactive in selecting texts that on the whole will result in a more balanced treatment of both genders; and finally, following Wharton (2005) to train the students analyse and detect by themselves the discrepancy in gender relations as portrayed in the texts.
This study employs a combination of quantitative content analysis and Norman Fairclough’s multi-dimensional approach to Critical Discourse Analysis (CDA). Fairclough’s approach to CDA synthesises the micro (textual analysis), meso (interpretation) and macro (socio-historical analysis of context) levels of analyses. To make analysis more manageable, the empirical database has been limited to short stories and excerpts from longer fiction, which taken together are assumed to form a fairly coherent ‘text world’, following the Michael Hoey’s idea of ‘text complete’(Scott & Thompson, 2001). The patterns of gender relations discerned through content analysis of 92 short stories are interpreted, analyzed and their political implications are explicated.
The findings indicate that overall gender inequality persists in favour of males, but with the profusion of images of remarkably strong and well-portrayed female characters in the stories, the gap is not very wide. Male dominance emanates from the significantly greater total number of male characters. In qualitative terms, male and female were portrayed more or less equally. The favourable overall portrayal of female in this text world may be explained by the authors’ apparent intent to promote women empowerment or gender equality. The persistence of male dominance overall may be a reflection of the fact that notwithstanding the Philippines’ high rank in the globally recognised gender equality indices, gender gap remains significant, particularly in economic and political spheres. The implications are rather sobering in so far as the worldwide efforts to promote gender equality are concerned: if even among the highly-ranked countries like the Philippines, the challenges for the campaigns for gender equality remain formidable, how much more is the case for over a hundred of lower-ranked countries?
What are some doable measures teachers who use this, or other similar textbooks, may employ? First, to be aware of the extent and types of gender bias that persist in these textbooks; second, to be able to identify the selections where these biases persist; third, to be proactive in selecting texts that on the whole will result in a more balanced treatment of both genders; and finally, following Wharton (2005) to train the students analyse and detect by themselves the discrepancy in gender relations as portrayed in the texts.
Date Issued
2014
Call Number
PE1422 Cur
Date Submitted
2014