GENDER REPRESENTATION IN ENGLISH TEXTBOOKS OF 2013 CURRICULUM IN AN ISLAMIC JUNIOR HIGH SCHOOL IN SOUTH SULAWESI INDONESIA

siti azisah

Abstract


The school textbooks are primary means of teaching in school. Students spent most of their time both in schools and at home using textbooks. Teachers use at least one textbook for each subject in each class on a regular basis. These textbooks have influences beyond their primary role of facilitating learning. They play roles for transmitting model of social behavior, norms and values including those related to gender. This paper aimed to present the gender representations in English textbooks of 2013 curriculum used in an Islamic School in South Sulawesi. The research questions were posed: How is gender represented in English textbooks of 2013 curriculum in an Islamic Junior High School in South Sulawesi? The English textbooks taken from each level of grades were analyzed by using the content analysis. The textbooks were analyzed by using the following categories: visibility (visible or invisible); equity (balance or imbalance); stereotyped or non-stereotyped; neutral or gender based; progressive or non-progressive. The research discovered that there were several criteria of gender representation in English textbooks used in an Islamic junior high school in Gowa Regency: 1) balance/equal gender representation, male and female visible, and non-stereotype; 2) Balance but stereotyped gender representation; 3) One gender predominant and stereotype; 4) Stereotype roles: 5) Males only, invisible females and stereotype; 6) Female only and stereotype gender representation; 7) Progressive.

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