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Gender Representation in Learning Materials

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Air Hostess
Althusser
applied linguistics
Australia
Brazil
Category=CFB
Category=CFG
Category=CJ
Category=CJA
Category=DS
Category=GTM
Category=JBSF
Category=JBSF1
Category=JNAM
Category=JNF
Category=JNV
CDA
Conversation School
cross-cultural education
Diminutive Forms
discourse analysis
educational linguistics
Educational Materials
EFL Classroom
EFL Practitioner
EFL Teacher
EFL Textbook
eq_bestseller
eq_biography-true-stories
eq_dictionaries-language-reference
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
ESL Text
ESL Textbook
feminism
feminist pedagogy
Finland
Foreign Language Textbooks
gender roles
Gender Sensitive Language
Gender Specific Words
gender stereotyping
Germany
Government Bodies
heteronormativity
homophobia
Hong Kong
Japan
Judith Butler
Junior Secondary School Students
KWIC Concordance
linguistic analysis of textbooks
Main Characters
Nigeria
Nvivo Qualitative Data Analysis Software
Poland
Pop Stars
Qatar
Qatar National Research Fund
Qatari Schools
Russia
Sara Mills
Selected Learning Materials
Tanzania
TESOL
textbook bias
Vice Versa
Young EFL Learner
Young Men

Product details

  • ISBN 9781138790629
  • Weight: 498g
  • Dimensions: 152 x 229mm
  • Publication Date: 01 Sep 2015
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

Representations of gender in learning materials convey an implicit message to students about attitudes towards culturally appropriate gender roles for women and men. This collection takes a linguistic approach to exploring theories about gender representation within the sphere of education and textbooks, and their effects on readers and students within an international context.

In the opening section, contributors discuss theories of representation and effect, challenging the conventional Althusserian model of interpellation, and acknowledging the challenges of applying Western feminist models within an international context. Following chapters provide detailed analyses focusing on a number of different countries: Australia, Japan, Brazil, Finland, Russia, Hong Kong, Nigeria, Germany, Qatar, Tanzania, and Poland. Through linguistic analysis of vocabulary associated with women and men, content analysis of what women and men say in textbooks, and discourse analysis of the types of linguistic moves associated with women and men, contributors evaluate the extent to which gendered representations in textbooks perpetuate stereotypical gender roles, what the impact may be on learners, and the ways that both teachers and learners interact and engage with these texts.
About
Sara Mills is Research Professor in Linguistics at Sheffield Hallam University. She has published in the areas of feminist linguistics and politeness research, for example on language and sexism, gender and politeness. Her books include Gender and Politeness (2003) and Language, Gender and Feminism (with Mullany) (2011). Abolaji S. Mustapha is Senior Lecturer at Lagos State University, Nigeria. He has published in the areas of gender, language policy, politeness, and multilingualism. His publications include Gender in Language Use (2010) Compliment response patterns in Nigerian English (2010) and The hegemony of the English language in Nigeria (2014).