The representation of gender in English textbooks in Uganda
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Date
2012-06-29
Authors
Namatende-Sakwa, Lydia
Barton, Amanda
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor and Francis
Abstract
The central role played by textbooks in children’s education in developing
countries has been highlighted previously in this journal. This paper
reports on how an English-language textbook used commonly in Ugandan
secondary schools reinforces gender stereotypes which are prevalent in
society. The paper is based on a mixed-methods investigation of gender
representation in English in Use, Book 2 by Grant and Wang’ombe, a textbook recommended by the Ministry of Education for teaching English to
students aged 14–15 in Ugandan schools. Documentary analysis elicited
the data which were analysed quantitatively using Porecca’s framework
for the analysis of English as a Second Language textbooks and then qualitatively using critical discourse analysis. This revealed that positive female
role models are under-represented and that the language of the text is not
inclusive of females. Lesson observations of two teachers using the textbook, along with follow-up interviews, revealed that they mostly ignored
gender issues by dealing with them uncritically, purely as a means of
enhancing linguistic skills. We argue that the content of such textbooks,
and the way in which they are mediated in the classroom, undermine the
Ugandan government’s commitment to equity and inclusion.
Description
Keywords
Uganda, Textbooks, Gender, Stereotypes, Inclusion, Critical discourse analysis