Abstract
This study aims to examine gender role stereotyping represented in Indonesian primary school English textbooks. The categorization of roles are in the form of family roles, occupational roles, and activity. The data were taken from two English textbooks published by a private company commonly used by primary schools. By employing content analysis, the findings reveal dichotomy in family roles, domestic-tendency of occupational roles for female, and low-risk activity depicted in female characters. The implications of the study are discussed discursively to promote gender awareness at school context especially for teachers as authoritative users in the classroom and to recommend language textbook author and designer to dismiss gender role stereotyping.
Highlights
The need of studying gender representation in EFL textbook has been emphasized by Blumberg (2008) due to its relation to gender bias and he argued that this topic is crucial because (1) textbooks domination as learning resources inside and outside the class, (2) ubiquitous of gender bias, (3) common pattern of gender bias globally depicted in textbooks e.g. representing women’s role and occupations in the real world inadequately, (4) persistence of gender bias in learning materials; and (5) revealing gender bias in hidden curriculum
In Indonesia, the notion of gender equality has been nationally introduced since the post-colonialism era
Indonesian government through the Ministry of Education and Culture has launched a master plan to prepare the youth to be the golden generation by disregarding gender disparity in all aspects of life, including teaching and learning aspects (ACDP, 2013)
Summary
Suggestion for the Citation and Bibliography Citation in text: Yonata (2021) or (Yonata, 2021) Bibliography: Yonata. (2021). Suggestion for the Citation and Bibliography Citation in text: Yonata (2021) or (Yonata, 2021) Bibliography: Yonata. A Comparative Analysis of Two Latest National Examination (UN) Policies. Journal of English Education, 6 (1), 23-29.
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