Abstract
This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by teachers (22 female and 54 male) teaching classes IX to XII in the form of clustered workshops using the Blumberg model of textbook analysis which was employed to analyse gender biases in Vietnamese primary school textbooks. The findings revealed a presence of imbalance of gender among the authors, reviewers, editors and designer as well as the presence of gender biases, gender stereotyping in the content, illustrations and student activity. It calls for curriculum developers and textbooks authors to integrate gender in the curriculum framework which will then guide the development of gender-sensitive textbooks.
Highlights
Goal 3 of the Millennium Development Goals adopted in 2000 is to promote gender equality and empower women with target 4 to eliminate gender disparity in primary and secondary education, preferably by 2005 and in all levels of education no later than 2015 (UNDP, 2003)
Upon analysis, it was found that none of the other curriculum frameworks addressed gender except for the curriculum framework for science
Activities, materials, and resources must be developed by the curriculum designers that will appeal to both girls and boys, and be relevant to their lives" (REC, 2018, p. 7)
Summary
Goal 3 of the Millennium Development Goals adopted in 2000 is to promote gender equality and empower women with target 4 to eliminate gender disparity in primary and secondary education, preferably by 2005 and in all levels of education no later than 2015 (UNDP, 2003). Several countries like Ghana, Namibia, and Zambia have undergone educational reforms to remove gender bias from their teaching-learning materials and produce textbooks that positively represent men and women and are responsive to new development. National Plan of Action on Gender 2008-2013 (GNHC, 2007) suggests activities identified to address this include conducting research; reviewing teaching materials and curricula content from a gender perspective; sensitizing and creating awareness on gender and prejudices and stereotypes among key stakeholders, and using the media to portray women and men positively. The study attempted to study the curricular materials, mainly textbooks, which form the main resource for both teachers and students for the existence of any gender issues and gender biases in the contents, illustrations, and learning activities. Significance of the study The study's findings will be useful for textbook developing agencies, policymakers, textbooks writers, teachers in developing a gender-sensitive curriculum, and textbooks
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