The gendered discourse of ‘equal opportunities for men and women’ in Iranian EFL textbooks

Bibliographic Data

ID12920674
AuthorsAli Salami (0000-0001-5926-6282, University of Tehran, corresponding author), Amir Ghajarieh (0000-0002-6101-8074, Islamic Azad University of Damavand)
Year2016
Volume31
Issue2
Pages114-133
Publication date2016-04-11
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueGender in Management An International Journal (JOURNAL)
Journal identifiersISSN: 1754-2413 • E-ISSN: 1754-2421
PublisherEmerald Publishing Limited (PUBLISHER • GB)
DOI10.1108/gm-04-2015-0036
OpenAlexW2341845559
LanguageEN
Citations received1
References cited22

Purpose The purpose of this paper is to examine the representations of male and female social actors within the subversive gendered discourse of “equal opportunities for men and women” in Iranian English as a foreign language (EFL) textbooks. Design/methodology/approach From the methodological perspective, this study fused van Leeuwen’s (2003) “Social Actor Network Model” and Sunderland’s (2004) “Gendered Discourses Model”. Findings Data obtained from this study showed the subversive gendered discourse of “equal opportunities” was supported through such representations within a narrow perspective in line with dominant gender ideologies in Iran. The findings suggest the resistance against such subversive gendered discourse in Iranian EFL textbooks underpins gender norms and religious ideologies existing in Iran. Originality/value Such representations of male and female social actors in school textbooks show inclusive education and the discourse of “equal opportunities” have yet to be realised in education system of many countries, including Iran

Discourse analysis · Ideology · Linguistics · Originality · Perspective (graphical · Political science · Politics · Qualitative research · Resistance (ecology · Social science · Sociology · Value (mathematics · Gender Roles and Identity Studies · Gender Studies · Gender Studies in Language · Religious Education and Schools