Affective citizenship and gendered visual pedagogies in Chinese EFL textbooks
Bibliographic Data
| ID | 24215247 |
|---|---|
| Authors | Meiyi Huan (Yonsei University), Ming-Wei Lee (0000-0003-4444-5047, Yonsei University), Seok-Chae Rhee (Yonsei University) |
| Year | 2026 |
| Pages | 1-22 |
| Publication date | 2026-09-30 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Gender and Education (JOURNAL) |
| Journal identifiers | ISSN: 0954-0253 • E-ISSN: 1360-0516 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09540253.2026.2740553 |
| OpenAlex | W7214958533 |
| Language | EN |
| References cited | 34 |
This study examines how gender is visually constructed in Chinese state-approved English as a Foreign Language (EFL) textbooks and how these constructions relate to broader educational and social frameworks. Drawing on feminist multimodal discourse analysis and Kress and van Leeuwen’s visual grammar, we analyse 4,667 images across primary and secondary textbooks to explore how spatial positioning, gaze, posture, and affect shape gendered identities. The findings reveal patterned disparities in visual hierarchy: boys are more frequently associated with public and future-oriented roles, while girls are more often depicted in caring and relational contexts. These distinctions operate not only through occupational labelling but also through compositional prominence and embodied positioning. Conceptualizing textbook imagery as a site of state-mediated recognition, the study demonstrates how visual design contributes to differentiated expectations of citizenship and social contribution, highlighting the importance of multimodal analysis in understanding the reproduction of gendered norms in contemporary education.
affective citizenship · EFL textbooks · gender representation · visual materials in textbooks · Discourse Analysis in Language Studies · Gender Studies in Language · Gender, Sexuality, and Education
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| Highly cited | No |
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