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An Exploration of Women’s Social Position in Primary and Middle School Textbooks in Pakistan

An Exploration of Women’s Social Position in Primary and Middle School Textbooks in Pakistan AbstractTextbooks play a strong part in constructing gender roles and status in society. Thus, the images, lessons, and stories of gender portrayed in textbooks affect the perception of prevalent masculine behavior. To develop an insight into the phenomena, this article analyzes the institutionalized patriarchy and patriarchal values embedded in the Urdu and English National Book Foundation textbooks for grades 5, 6, and 7. The study used content analysis techniques to decode the tone, juggling of meanings, pictorial representation, topic selection, word selection, number of pages devoted to each topic, and gender placement of Urdu and Social Studies textbooks. The study explored whether women are portrayed as followers of men and men as having a leadership role. The mother is predominantly presented as a housewife who stays at home, cleaning and cooking all day. While the father goes to work every day and comes home and relaxes after a hard day’s work. Such placement of gendered roles has an effect on the thinking of young students and they internalize the idea that such roles are a natural part of their personality. Moreover, the books reflect a reality which is more male-oriented, while female representations are lacking in the dominant reality. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Human Affairs de Gruyter

An Exploration of Women’s Social Position in Primary and Middle School Textbooks in Pakistan

Alam, Jan; Badshah, Ikram
Human Affairs , Volume 32 (1): 10 – Feb 3, 2022
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Publisher
de Gruyter
Copyright
© 2021 Jan Alam et al., published by De Gruyter.
ISSN
1337-401X
eISSN
1337-401X
DOI
10.1515/humaff-2022-0006
Publisher site
See Article on Publisher Site

Abstract

AbstractTextbooks play a strong part in constructing gender roles and status in society. Thus, the images, lessons, and stories of gender portrayed in textbooks affect the perception of prevalent masculine behavior. To develop an insight into the phenomena, this article analyzes the institutionalized patriarchy and patriarchal values embedded in the Urdu and English National Book Foundation textbooks for grades 5, 6, and 7. The study used content analysis techniques to decode the tone, juggling of meanings, pictorial representation, topic selection, word selection, number of pages devoted to each topic, and gender placement of Urdu and Social Studies textbooks. The study explored whether women are portrayed as followers of men and men as having a leadership role. The mother is predominantly presented as a housewife who stays at home, cleaning and cooking all day. While the father goes to work every day and comes home and relaxes after a hard day’s work. Such placement of gendered roles has an effect on the thinking of young students and they internalize the idea that such roles are a natural part of their personality. Moreover, the books reflect a reality which is more male-oriented, while female representations are lacking in the dominant reality.

Journal

Human Affairs – de Gruyter

Published: Feb 3, 2022

Keywords: Gender classification; textbooks; patriarchal values; content analysis

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