Sexist stereotypes in the language textbooks of the Greek primary school

A multidimensional approach

Datos Bibliográficos

ID12232102
AutoresDionysios Gouvias (0000-0002-4571-9460, University of the Aegean, autor de correspondencia), Christos Alexopoulos (Hellenic Ministry of Education, Research and Religious Affairs, Patras, Greece)
Año2016
Volumen30
Número5
Páginas642-662
Fecha de publicación2016-11-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaGender and Education (JOURNAL)
Identificadores de la revistaISSN: 0954-0253 • E-ISSN: 1360-0516
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/09540253.2016.1237620
OpenAlexW2546908188
IdiomaEN
Citas recibidas26
Referencias citadas43

School textbooks are the main means of instruction and the main tool for the organisation of the teachers’ pedagogic practices. Stereotypes concerning the two genders are inscribed in the curriculum and become evident inside the school textbooks. The present study, through a content analysis of the Greek-language textbooks used in the third grade of the Greek primary school, examines the existence of gender stereotypes throughout the full range of these books. Additionally, semi-structured interviews with a sample of teachers who have taught the particular subject in the past are carried out. The findings show that there is a need for evaluation of the existing language textbooks in primary schools, with the aim of promoting a more gender-balanced learning material. Moreover, the classroom teachers raise the need for the promotion of initial as well as in-service training for teachers on issues of ‘gender stereotypes’, ‘language sexism’ and ‘gender-mainstreaming policies’

Curriculum · Gender equality · Gender mainstreaming · Inclusion (mineral · Mainstreaming · Mathematics education · Pedagogy · Political science · Promotion (chess · Sociology · Special education · Gender Studies · Gender Studies in Language · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Social Psychology