Discursive Construction of Hegemonic Masculinity and Emphasised Femininity in the Textbooks of Primary Education: Children's Discursive Agency and Polysemy of the Narratives

Autor/in	Kostas, Marios
Titel	Discursive Construction of Hegemonic Masculinity and Emphasised Femininity in the Textbooks of Primary Education: Children's Discursive Agency and Polysemy of the Narratives
Quelle	In: Gender and Education, 33 (2021) 1, S.50-67 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kostas, Marios)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2019.1632807
Schlagwörter	Textbooks; Textbook Content; Gender Bias; Masculinity; Femininity; Elementary School Students; Parents; Employment Level; Mothers; Gender Issues; Sexual Identity; Foreign Countries; Sex Role; Social Bias; Grade 3; Grade 4; Greece (Athens) + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Geschlechterstereotyp; Männlichkeit; Femaleness; Weiblichkeit; Eltern; Beschäftigungsgrad; Mother; Mutter; Geschlechterfrage; Geschlechtsidentität; Sexuelle Identität; Ausland; Geschlechterrolle; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	Gender-normative discursive representations in textbooks could have deleterious impacts on pupils' gender identity development. This study sets out to explore the discursive construction of femininity and masculinity in anthology textbooks for primary education and scrutinize children's sense-making of gender-normative discourses. Grounded in a poststructuralist theorization of gender and Connell's [(1995). "Masculinities." Oxford: Blackwell] theory of masculinities, this qualitative study employs a Feminist Critical Discourse Analysis (FCDA) to explore the discursive positioning of femininity and masculinity in school manuals. Additionally, semi-structured group interviews were conducted in two Athenian elementary schools with 40 boys and 40 girls, aged 8-10 years old. The findings revealed that, in addition to androcentrism, textbooks were overwhelmingly defined by emphasized femininity and hegemonic masculinity discourses. Analyses of pupils' accounts demonstrated that the children negotiated normative discourses in idiosyncratic ways, and that boys were less prepared than girls to subvert the anachronistic discourses of gender promoted by textbooks. It was also found that the mother's employment status may exert a broadening influence on pupils' understanding of gender. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01