Abstract
The portrayal of gender in a textbook is able to influence students’ understanding of the concept of gender equality (GE). The unfair portrayal of women in textbooks will have a negative effect on students’ conceptions of gender. Although some previous studies have found that textbooks portray a fair and constructive picture of women by positioning them on a par with men, other studies have shown that gender inequality still exists in the contents of Arabic textbooks, presenting stereotypical and gender bias. To fill this void, this article uses critical discourse analysis to analyze the content of Arabic textbooks for non-Arabic speakers. It aims at portraying women in Arabic textbooks to non-Arabic speakers. The study findings revealed the tendencies to male firstness by positioning the characters of women being more likely portrayed as subordinates in the Arabic textbooks. In addition, there are imbalances in women portrayal in the visibility, order of mention, and male-to-female ratios in the Arabic textbooks. The results also showed that women in some parts of the Arabic textbooks are also portrayed in a constructive portrayal of having equal rights as men in terms of profession and access to education. This study highlights the importance of the concept of GE in Arabic textbooks to increase social awareness.
Highlights
The concept of gender equality (GE) has been widely introduced
Several gender-based studies reveal that gender stereotyping, gender bias, and negative construction of gender by positioning the social role of women as second class after men are still experienced by women (Ariyanto, 2018; Foroutan, 2012; Hayik, 2016; Ndura, 2004)
This article is guided by three research topics: the indirect representation of gender inequality in Arabic textbooks for non-Arabic speakers, constructive portrayal of women in Arabic textbooks for non-Arabic speakers, and the effect of the portrayal of women in textbooks on students’ gender sensitivity
Summary
The concept of gender equality (GE) has been widely introduced. gender inequality remains to be a dilemma and a problematic issue in developing countries and western societies (European Institute for Gender Equality, 2013; Klasen & Minasyan, 2017; Mencarini & Sironi, 2012). Feminists agree to halt sexism by empowering women in instructional artifacts (Lindsey, 2015) In this case, portraying women positively can be included in the textbooks because textbooks play an important role in reconstructing the readers’ conception about gender fairness. Women are always portrayed with a lower social status than men because it has been socially acknowledged that men are the active participants in society (Dyrskog, 2017) This stereotyping may portray women’s inability in doing professional jobs outside the home, leading to negative issues in society. The importance of constructing an equivalent picture of the gender concepts of students, teachers, book authors, book publishers, and others can have a positive impact on themselves, and society in general In this regard, the positive construct of gender is highly needed to increase social awareness on GE. This article is guided by three research topics: the indirect representation of gender inequality in Arabic textbooks for non-Arabic speakers, constructive portrayal of women in Arabic textbooks for non-Arabic speakers, and the effect of the portrayal of women in textbooks on students’ gender sensitivity
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