Sexist stereotypes in the language textbooks of the Greek primary school: a multidimensional approach

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 analy...

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Bibliographic Details
Published inGender and education Vol. 30; no. 5; pp. 642 - 662
Main Authors Gouvias, Dionysios, Alexopoulos, Christos
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 04.07.2018
Taylor & Francis Ltd
Subjects
Classrooms
Content Analysis
Curricula
Elementary Education
Elementary School Teachers
Elementary Schools
Equal Education
Foreign Countries
Gender
Gender Discrimination
Gender Issues
Gender stereotypes
Illustrations
Inservice Education
Inservice training
Instructional Materials
Interviews
Language
Language policy
Language textbooks
Language Usage
Leadership
Learning
Mainstreaming
Multidimensional approach
School Policy
Schools
Semi Structured Interviews
Sex Fairness
Sex Stereotypes
Sexism
Statistical Analysis
Stereotypes
Teacher Attitudes
Teacher education
Teacher Promotion
Teachers
Teaching
Textbook Content
Textbooks
Training
Greece
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Summary: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.'
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ISSN:0954-0253
1360-0516
DOI:10.1080/09540253.2016.1237620