Abstract
The aim of this paper is to investigate the portrayal of women and men in the visual discourse of Moroccan English as a Foreign Language (MEFL, henceforth) textbooks employing a bi-modal analysis comprising qualitative content analysis alongside Giaschi (2000), Kress and Van leeuwen (2006), and Newfield’s (2011) newly developed concept of critical image analysis. This bi-modal approach attempts to address a number of themes recurrent in the visual contents of the selected textbooks. Relying on this combination, pictorial images featuring both women and men indoors (in domestic settings) and outdoors either in the job market or undertaking some outdoor activities are interrogated. The results of this inquiry prove very convincingly that the visual discourse of MEFL textbooks is fraught with an array of cultural misconceptions in discrimination of women. The paper ends up with a conclusion along with some recommendations.
Highlights
The bi-modal approach of this study seeks to examine some of the re-occurring patterns characterizing the pictorial depictions of women and men in a wide range of social contexts
The aim of this paper is to investigate the portrayal of women and men in the visual discourse of Moroccan English as a Foreign Language (MEFL, ) textbooks employing a bi-modal analysis comprising qualitative content analysis alongside Giaschi (2000), Kress and Van leeuwen (2006), and Newfield’s (2011) newly developed concept of critical image analysis
The visual discourse of nine Moroccan English as a Foreign Language (MEFL, ) textbooks will be analyzed conjoining between two analytical techniques, namely content analysis alongside with Giaschi (2000), Kress and Van leeuwen (2006), and Newfield’s (2011) newly developed concept of critical image analysis
Summary
The bi-modal approach of this study seeks to examine some of the re-occurring patterns characterizing the pictorial depictions of women and men in a wide range of social contexts. The visual discourse of nine Moroccan English as a Foreign Language (MEFL, ) textbooks will be analyzed conjoining between two analytical techniques, namely content analysis alongside with Giaschi (2000), Kress and Van leeuwen (2006), and Newfield’s (2011) newly developed concept of critical image analysis. Special emphasis is placed on the categorization of the two sex groups regarding such dimensions as who is active and who is passive in pictures. Attention is directed to examine how women and men are presented in visual images, what type of activities they are involved in, in what setting, what occupational roles they play, and what type of power and dominance relations can be elicited from their interactions
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