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A STUDY OF GENDER REPRESENTATION INEQUALITY IN THE COURSEBOOK HEADWAY FIRST EDITION AND FOURTH EDITION: A COMPARATIVE STUDY

Yıl 2023, Cilt: 3 Sayı: 2, 150 - 175, 26.12.2023

Öz

Bu makale, yaygın olarak kullanılan Headway İngilizce ders kitabındaki toplumsal cinsiyet temsillerini incelemeyi amaçlamaktadır. Çalışmada, aynı yazarlar tarafından kaleme alınmış olan orta seviye öncesi Headway’in ilk baskısı ile 4. baskısı olan New Headway İngilizce ders kitapları karşılaştırılmaktadır. Çalışma, altı farklı kategoriye odaklanarak toplumsal cinsiyet yanlısı temsilin varlığının incelenmesini ve kitabın her iki basımı arasında geçen 25 yıl zaman zarfındaki cinsiyet temsili açısından meydana gelen değişimin boyutunun belirlenmesini amaçlamaktadır. Kategoriler; ders kitaplarında kadın ve erkek karakterlerin varlığı, aile üyelerinin rolleri, cinsiyetlere göre meslek dağılımı, ev işlerinin dağılımı, cinsiyete göre boş zaman etkinlik türleri ve kitaplardaki ünlü karakterlerin cinsiyete göre dağılımı şeklinde belirlenmiştir. Farklı zamanlarda basılan her iki İngilizce ders kitabından elde edilen veriler titizlikle incelenip, tablolar şeklinde okuyucuya sunulmuştur. Ayrıca, elde edilen verilerin analizi yapılmış ve elde edilen sonuçlar rakamlarla ve yüzdelerle ifade edilmiştir. Sonuç olarak, Headway İngilizce ders kitabının ilk baskısının cinsiyet temsili açısından pek çok eşitsizliği barındırdığı, dördüncü baskıda ise cinsiyet temsili açısından bazı olumlu gelişmelerin varlığı tespit edilmiştir. Söz konusu yeni baskının, görünürlük ve aile rolleri açısından cinsiyetlere yaklaşımı oldukça dengeli bir tutum içermektedir. Boş zaman etkinlikleri konusunda, kadınların çok daha özgür olduğu, ancak erkeklerin daha az seçeneğinin olduğu görülmüştür. Geri kalan üç kategoride ise, ev işlerinin büyük bir çoğunluğunun kadınlar tarafından yapıldığı, erkeklerin çok daha fazla mesleki çeşitliliğe sahip olduğu ve erkek ünlü karakterlerin ünlü kadın karakterlere göre sayıca fazla olduğu görülmüştür. Dolayısıyla eserin 4. basımında cinsiyet temsili bağlamında dengenin hâlen yeterince sağlanamadığı söylenebilir.

Kaynakça

  • Soars, L. & Soars, J. (1994). Headway: Pre-Intermediate Student’s Book. (The First Edition). Oxford: OUP.
  • Soars, L. & Soars, J. (2016). New Headway: Pre-Intermediate Student’s Book. (The Fourth Edition). Oxford: OUP.
  • Acar, C. S. (2021). An Investigation into Gender Representations in an English Coursebook. Focus on ELT Journal, 3(2), 51-64.
  • Arıkan, A. (2005). Age, Gender and Social Class in ELT Coursebooks: A Critical Study. Hacettepe Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 28, 29-38.
  • Bahman, M., & Rahimi, A. (2010). Gender Representation in EFL Materials: An Analysis of English Textbooks of Iranian High Schools. Procedia Social and Behavioral Sciences, 9, 273-277.
  • Boster, M. A. (2005) Gender Equity Of Traditional And Non-Traditional Career Roles in Newbery Award-Winning And Honor Books. [Unpublished doctoral dissertation]. Liberty University, Virginia.
  • Demir, Y., & Yavuz, M. (2017). Do ELT Coursebooks Still Suffer From Gender Inequalities? A Case Study from Turkey. Journal of Language and Linguistic Studies, 13(1), 103-122.
  • Diktaş, M. Y. (2010). Gender Representations in EFL Coursebooks: A Comparative Study of Textbooks Designed By Ministry Of Education of Turkey and Non-Turkish Publishers. [Unpublished master’s thesis]. Maltepe University, Istanbul.
  • Elçin, H. (2022). A Comparative Study of the Coursebook English File Third and Fourth Editions in Terms of Gender Representation. [Unpublished master’s thesis]. Maltepe University, Istanbul.
  • Graham, Alma. (1975). The making of a non-sexist dictionary. In Language and sex, Barrie Thorne and Nancy Henley (Eds.), 57-63. Rowley, Massachusetts: Newbury House Publishers, Inc.
  • Hartman, P.L. and Judd, E.L. (1978). Sexism and TESOL Materials‘. TESOL Quarterly 12: 383-393.
  • Porreca, K. (1984). Sexism in Current ESL Textbooks‘. TESOL Quarterly 18:705-24.
  • Söğüt, S. (2018). Gender Representations in High School EFL Coursebooks: An Investigation of Job and Adjective Attributions. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi, 18 (3), 1722-1737.
  • Söylemez, A. S. (2010). A Study on How Social Gender Identity is Constructed in EFL Coursebooks. Procedia-Social and Behavioral Sciences, 9, 747-752.
  • Sunderland, J. (1992). Gender in the EFL classroom. ELT Journal, 46(1), 81-91.
  • Sunderland J. (2006). Language and Gender. Routledge. London and New York.
  • Yılmaz, E. (2012). Gender Representations in ELT Coursebooks: A Comparative Study. [Unpublished master’s thesis]. Middle East Technical University, Ankara.

A STUDY OF GENDER REPRESENTATION INEQUALITY IN THE COURSEBOOK HEADWAY FIRST EDITION AND FOURTH EDITION: A COMPARATIVE STUDY

Yıl 2023, Cilt: 3 Sayı: 2, 150 - 175, 26.12.2023

Öz

Gender inequality has always been a crucial issue to be dealt with carefully and today it is still discussed in many fields. One of these fields is education. The discussions on fair representations of genders mostly focus on the course books used in schools, which are of high importance to learners in that they are exposed to the content of these books not only in classes but also in their homes. For this reason, this specific study attempts to investigate gender representations in a commonly used course book: Headway. This is a comparative study in as much as it examines the first edition of pre-intermediate level Headway and the fourth edition of pre-intermediate New Headway, both of which were written by exactly the same authors. In addition to the investigation of any existence of gender-biased representation, the study aims to find out the extension of the changes in the passing 30 years by concentrating on six categories: the existence of female and male characters in textbooks, the roles of family members, occupational distribution of genders, the distribution of household tasks, the types of leisure activities for each gender and the distribution of famous characters for each gender. The data gathered have been analyzed quantitatively and qualitatively. Also, the content analysis approach has been used to carry out the investigation. As a result of this study, it has been found that the first edition of Headway contained many inequalities in the representations of genders. On the other hand, the fourth edition and revised edition of New Headway included remarkably balanced attitudes to genders in terms of visibility and family roles. Related to leisure activities, women are much freer in their choice of free-time activities but men have much fewer free-time activity choices. The rest of the categories still reflect some kind of inequality in that women do most of the household activities, men have far more occupational variety and more famous male characters are mentioned in this edition. This study is of high significance in that it provides the opportunity to raise awareness of gender representation inequality among students, teachers, authors, and other shareholders and to give an idea for other research studies in this field.

Kaynakça

  • Soars, L. & Soars, J. (1994). Headway: Pre-Intermediate Student’s Book. (The First Edition). Oxford: OUP.
  • Soars, L. & Soars, J. (2016). New Headway: Pre-Intermediate Student’s Book. (The Fourth Edition). Oxford: OUP.
  • Acar, C. S. (2021). An Investigation into Gender Representations in an English Coursebook. Focus on ELT Journal, 3(2), 51-64.
  • Arıkan, A. (2005). Age, Gender and Social Class in ELT Coursebooks: A Critical Study. Hacettepe Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 28, 29-38.
  • Bahman, M., & Rahimi, A. (2010). Gender Representation in EFL Materials: An Analysis of English Textbooks of Iranian High Schools. Procedia Social and Behavioral Sciences, 9, 273-277.
  • Boster, M. A. (2005) Gender Equity Of Traditional And Non-Traditional Career Roles in Newbery Award-Winning And Honor Books. [Unpublished doctoral dissertation]. Liberty University, Virginia.
  • Demir, Y., & Yavuz, M. (2017). Do ELT Coursebooks Still Suffer From Gender Inequalities? A Case Study from Turkey. Journal of Language and Linguistic Studies, 13(1), 103-122.
  • Diktaş, M. Y. (2010). Gender Representations in EFL Coursebooks: A Comparative Study of Textbooks Designed By Ministry Of Education of Turkey and Non-Turkish Publishers. [Unpublished master’s thesis]. Maltepe University, Istanbul.
  • Elçin, H. (2022). A Comparative Study of the Coursebook English File Third and Fourth Editions in Terms of Gender Representation. [Unpublished master’s thesis]. Maltepe University, Istanbul.
  • Graham, Alma. (1975). The making of a non-sexist dictionary. In Language and sex, Barrie Thorne and Nancy Henley (Eds.), 57-63. Rowley, Massachusetts: Newbury House Publishers, Inc.
  • Hartman, P.L. and Judd, E.L. (1978). Sexism and TESOL Materials‘. TESOL Quarterly 12: 383-393.
  • Porreca, K. (1984). Sexism in Current ESL Textbooks‘. TESOL Quarterly 18:705-24.
  • Söğüt, S. (2018). Gender Representations in High School EFL Coursebooks: An Investigation of Job and Adjective Attributions. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi, 18 (3), 1722-1737.
  • Söylemez, A. S. (2010). A Study on How Social Gender Identity is Constructed in EFL Coursebooks. Procedia-Social and Behavioral Sciences, 9, 747-752.
  • Sunderland, J. (1992). Gender in the EFL classroom. ELT Journal, 46(1), 81-91.
  • Sunderland J. (2006). Language and Gender. Routledge. London and New York.
  • Yılmaz, E. (2012). Gender Representations in ELT Coursebooks: A Comparative Study. [Unpublished master’s thesis]. Middle East Technical University, Ankara.
Toplam 17 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dil Çalışmaları
Bölüm Araştırma Makaleleri
Yazarlar

Nazli Gündüz 0000-0001-8728-0372

Hayrettin Kökcü Bu kişi benim 0009-0009-3752-2121

Erken Görünüm Tarihi 27 Aralık 2023
Yayımlanma Tarihi 26 Aralık 2023
Gönderilme Tarihi 30 Mart 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 3 Sayı: 2

Kaynak Göster

APA Gündüz, N., & Kökcü, H. (2023). A STUDY OF GENDER REPRESENTATION INEQUALITY IN THE COURSEBOOK HEADWAY FIRST EDITION AND FOURTH EDITION: A COMPARATIVE STUDY. World Language Studies, 3(2), 150-175.