Doing gender and ethnicity in language textbooks.

Autor/in	Tatsuki, Donna
Titel	Doing gender and ethnicity in language textbooks.
Quelle	Aus: Linguapax Asia. A retrospective edition of language and human rights issues. Collected proceedings of Linguapax Asia symposia 2004 - 2009. Tokyo: Linguapax Asia (2010) S. 155-164 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-4-903386-13-3
Schlagwörter	Ethnizität; Sekundarstufe I; Schulbuch; Geschlecht; Englischunterricht; Geschichte (Histor); Online-Publikation; Japan
Abstract	This study investigates gender and ethnicity by following three research traditions: gender and ethnicity as category, gender and ethnicity as construction and gender and ethnicity as deconstruction. The textbooks selected were six of the most popular Japan ministry of education (MEXT) approved textbooks that have been designated for use in public junior high schools from 2006 - 2010. Naming, identities, roles and verbosity/turn initiation were analyzed with regards to gender/ethnicity construction. There were distinct gender and ethnicity differences in how naming contributed to visibility or invisibility of a group. Furthermore, although there were superficial equalities in verbosity, when it came to turn initiation there were some disturbing albeit unintentional tendencies. An analysis of images and positioning also revealed striking tendencies that may contribute to an entirely hidden/unfortunate curriculum. The analysis closes with a look at the staged, twisted and meaningless messages of gender and ethnicity as masquerade that somehow made their way into these textbooks.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2014/3