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Definitions. In European Institute for Gender Equality, Retrieved October 15, 2018, from   https://eige.europa.eu/gender-mainstreaming/concepts-and-definitions

Kereszty, O. (2009). Practice and Theory
in Systems of Education. En O. Kereszty, Gender in textbooks. DE GRUYTER OPEN.

Subrahmanian, R., 2003, Gender equality in
education: Definitions and measurements. Background note for UNESCO EFA Global
Monitoring Report

Tomlinson, B. (2011). Materials development in Language Teaching. En B. Tomlinson, Introduction: principles and procedures of materials development (págs. 1-26).
Cambridge University Press.

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As a conclusion, it is likely that this analysis has some pedagogical implications. In first place, it will help to avoid stereotypes for women and men and to understand that it does not matter if you are a man or a woman because any gender is capable of doing anything. Through good gender equality materials students can acquire some conscious and unconscious knowledge so at the moment of seeing images of equality so that they acquire the idea of seeing men or women doing different kind of jobs and at the same time they will learn about different perspectives besides testimonies about women or men that have to work at any job for living. To sum up, the main idea of teaching gender issues is to prepare students for the future and avoid gender blindness, they are going to be part of a wider part of the world, so we have to teach them to be humans.

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In this graphic, it is shown that throughout the textbook “Teens in motion” there is a strong evidence that it predominates women in the images as in the classification “women” that has a higher percentage of use, on the contrary images that include men has a lower percentage. Also, from the graphic it can be concluded that it is more than a quarter that men and women are considered in the images equally.

At the beginning of the textbook, in the first unit drew our attention an image since there is a woman thinking about different jobs and there are five options; a doctor, a nurse, an architect, a lawyer and a chef, it is attractive that all of the jobs are represented by herself. The idea of a woman representing some “male” jobs is relevant for students to avoid stereotypes and to know that it does not matter if they are a boy or a girl, they can be whatever they want to be. In the next pages, the textbook also shows an article about a woman doing a male job called “barrel organ player” and it has the same intention as the previous images.

Furthermore, there are two images; one of a cartoon that represents a girl, and the other of a little girl. The images are related to an article about “The girl Day” that aims at inspiring girls to pursue engineering careers which is known by representing a career mainly for men. Following the same topic of avoiding stereotypes, there is an image in which two people are shown (a man and a woman) dancing ballet, it shows that both women and men can dance different styles.

Nevertheless, there is a relation between the images previously mentioned and the way gender is seen. First, it is important to mention that in the textbook it is given importance to women in different jobs and how they are capable to do the same things that men do, as it was mentioned before. Although, there are some other stereotypical images present in the textbook such as in the unit of “The Arts” there are some images which consider women related to fashion and shopping. Some images are from a fashion show in which models are wearing dresses. Besides, there is a man using Photoshop in a picture of a woman with many bags, showing that women go shopping. Regarding that, gender is seen as a concept that shows some kind of equality. Conversely, it can be concluded that the textbook is inclusive oriented.

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This textbook’s perspective of gender reflects how people have changed their point of view about gender. It has been a controversial topic through the past years because of the feminist movement that have made an impact in how humanity has affected the way gender roles have changed. Nowadays, there is no more the “just man job”, now it is “men and women’s job” and it is reflected in the way it is covered in the textbook.

In addition, there is a relation between the way gender and culture are covered from the textbook images. From the content shown we can conclude that gender is related to culture because it depends on the culture of the people who make this type of books the way different topics can be covered. For instance, some cultures still believe that women are inferior than men, so that the textbooks will show that point of view, on the other hand, some cultures, as the one shown in this textbook, that believe in gender equality; men and women are able to do the same things.

Regarding all the analysis made to this textbook we can point out that this topic can affect students’ perspective about gender roles, as it was mentioned before. First, it is known that students learn not only at a conscious level but also at a subconscious level as hooper hansen (1992) claims in Tomlinson (2011, p. 21)  “He enables the learner to receive the information through different cerebral processes and in different state of consciousness so that it is stored in many different parts of the brain, maximising recall”

There is also a relation to the hidden curriculum since according to this, there are some elements and concepts that are implicitly taught to students. In this case the hidden message behind the gender issue is covered by the images shown in the text, a way of seeing the world is being taught in the book.

As Subrahmanian, R (2003) mentioned that “a consideration of gender equality in education therefore needs to be understood as the right to education [access and participation], as well as rights within education [gender-aware educational environments, processes, and outcomes], and rights through education [meaningful education outcomes that link education equality with wider processes of gender justice]”. This quote reaffirms how we should include gender equality in education and how it is covered through the curriculum.

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How many of the pictures are protagonized by women/men?

Does the number of women and man say something about the way gender is seen?

Is this textbook inclusive oriented in terms of gender?

How do the pictures in the book reflect the view of culture some people have?

Do the images and the activities promote gender stereotypes? How? Why?

Is there any relation between gender and culture in the textbook’s images?

How gender as portrayed in the text could affect students in their lives?

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Hidden curriculum: The unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn in school. Hidden curriculum consists of the unspoken or implicit academic, social, and cultural messages that are communicated to students while they are in school. It is based on the recognition that students absorb lessons in school that may or may not be part of the formal course of study.

Gender roles: In society means how we’re expected to act, speak, dress, groom, and conduct ourselves based upon our assigned sex. For example, girls and women are generally expected to dress in typically feminine ways and be polite, accommodating, and nurturing. Men are generally expected to be strong, aggressive, and bold.

Gender stereotype: Gender stereotypes are preconceived ideas whereby males and females are arbitrarily assigned characteristics and roles determined and limited by their sex. Sex stereotyping can limit the development of the natural talents and abilities of boys and girls, women and men, their educational and professional experiences as well as life opportunities in general Stereotypes about women both result from and are the cause of deeply engrained attitudes, values, norms and prejudices against women. They are used to justify and maintain the historical relations of power of men over women as well as sexist attitudes which are holding back the advancement of women”.  A stereotype is a widely accepted judgment or bias about a person or group — even though it’s overly simplified and not always accurate. Stereotypes about gender can cause unequal and unfair treatment because of a person’s gender. This is called sexism. Four basic gender stereotypes:

·         Personality traits — For example, women are often expected to be accommodating and emotional, while men are usually expected to be self-confident and aggressive.

·         Domestic behaviors — For example, some people expect that women will take care of the children, cook, and clean the home, while men take care of finances, work on the car, and do the home repairs.

·         Occupations — Some people are quick to assume that teachers and nurses are women, and that pilots, doctors, and engineers are men.

·         Physical appearance — For example, women are expected to be thin and graceful, while men are expected to be tall and muscular. Men and women are also expected to dress and groom in ways that are stereotypical to their gender (men wearing pants and short hairstyles, women wearing dresses and make-up.

Gender equality: This refers to the equal rights, responsibilities and opportunities of women and men and girls and boys. Equality does not mean that women and men will become the same but that women’s and men’s rights, responsibilities and opportunities will not depend on whether they are born male or female. Gender equality implies that the interests, needs and priorities of both women and men are taken into consideration, recognizing the diversity of different groups of women and men. Gender equality is not a women’s issue but should concern and fully engage men as well as women. Equality between women and men is seen both as a human rights issue and as a precondition for, and indicator of, sustainable people-centred development.

Gender Blindness: This term refers to the failure to recognize that the roles and responsibilities of men/boys and women/girls are assigned to them in specific social, cultural, economic, and political contexts and backgrounds. Projects, programs, policies and attitudes which are gender blind do not take into account these different roles and diverse needs. They maintain the status quo and will not help transform the unequal structure of gender relations.

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As Kereszty (2009) mentions that “ each student has unique interpretations about the

world, texts and the classroom activities, based on their individual and collective identities”. It refers to the idea that students will have different perspectives about what it is shown in the textbooks and it will have certain impact in their way of seeing the world.

Kereszty (2009) also claims that “the realizations of the relationship between one's own point of view

and the curriculum makes it possible for students to integrate different points of views, to reflect upon them, and to change them.” It means that students have the possibility to choose the way they think about any issue or topic, however, their point of view will be influenced by the perspectives shown in schools and/or in their homes.

Tomlinson (2011, p. 11) claims that “materials to be valuable, the learning points should be potentially useful to the learners and that the learning procedures should maximize the likelihood of the learners actually learning what they want and need to learn.” Students need that the content to have some impact in their lives and is useful in their daily basis.

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The focus of this analysis is on gender and how it is represented in images. It is relevant since we as human beings guide our points of view from what we see represented by images as we are visual learners it is important to analyze how this content with different perspectives of the textbooks images can affect students thinking.

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Government textbook, 1º Medio, "Teens in motion". Four units.
Used in public and semiprivate schools.

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How the content of a textbook can affect students’ way of thinking?

How are gender issues covered by the curriculum?