Yerel ELT Ders Kitaplarındaki Görsellerde Cinsiyet Temsili ve Önyargı: Eleştirel Bir Söylem Analizi

Yıl 2025, Cilt: 45 Sayı: 2, 587 - 604, 30.08.2025

Mahsa Fathiyousefabad , Gonca Yangın Ekşi

https://doi.org/10.17152/gefad.1704587

Öz

Bu çalışma da, İran, Türkiye, Özbekistan, Irak ve Suriye'deki devlet tarafından geliştirilen İngilizce dil öğretimi (ELT) ders kitaplarında cinsiyet stereotiplerinin temsilini incelemek için nitel bir araştırma çerçevesi içinde Eleştirel Söylem Analizi (CDA) kullanılmıştır. Bu bağlamda, "devlet ders kitapları", her bir ülkedeki Eğitim Bakanlıkları tarafından özel olarak geliştirilen, onaylanan ve dağıtılan ELT materyallerini ifade eder. Bu kitaplar, yerel eğitim hedefleri ve ulusal müfredatlara uygun olarak geliştirilir ve kamu okullarında İngilizce dil eğitimi için standart bir kaynak sağlar. Çalışma da, görsel içeriği analiz etmiştir, bu materyallerin cinsiyet temsilini ve cinsiyet önyargısını nasıl güçlendirdiğini veya meydan okuduğunu ortaya çıkarmayı amaçlamıştır. Bulgular, cinsiyet önyargısının eğitim metinlerine yerleştirildiği ve öğrencilerin cinsiyet normlarına ilişkin algılarını etkilediği ince yolları vurgulamıştır. Bulgular, Türkiye ve Irak'taki ELT ders kitaplarının analiz edilen diğer ülkelere kıyasla en fazla görsel içerdiğini göstermektedir. Tüm ülkelerde, erkek egemen fotoğraflar, kadın egemen fotoğraflardan tutarlı bir şekilde daha yaygındır. İncelenen diğer husus, açıklayıcı bağlamlardı. Tüm ülkeler resimlerine daha modern bağlamlar katmak için çaba sarf etmiştir. Ülkeler arasında Türkiye en geniş görsel bağlam çeşitliliğine sahip olmasıyla öne çıkarken, Suriye ders kitapları en az resimsel varyasyonu göstermektedir. Kadınlar için kullanılan resimli bağlam türlerine benzer şekilde, geleneksel olmayan bağlamlar tüm ülkelerde erkekler için geleneksel bağlamlardan daha sık kullanılmaktadır.

Anahtar Kelimeler

Cinsiyet ayrımcılığı , Cinsiyet temsili , Eyalet ELT ders kitapları , Eleştirel söylem analizi , Görseller

Gender Representation and Bias in Visuals in Local ELT Course Books: A Critical Discourse Analysis

Öz

This study employed Critical Discourse Analysis (CDA) within a qualitative research framework to examine the representation of gender stereotypes in state-developed English language teaching (ELT) course books in Iran, Türkiye, Uzbekistan, Iraq, and Syria. In this context, "state course books" refers to ELT materials that are specifically developed, sanctioned, and distributed by the Ministries of Education in each respective country. These books are developed in accordance with local educational goals and national curricula, providing a standardized resource for English language instruction across public schools. By analyzing the visual content, the study aimed to uncover how these materials reinforce or challenge gender representation and gender bias. The findings highlighted the subtle ways in which gender bias is embedded in educational texts, influencing students' perceptions of gender norms. The findings indicate that ELT course books in Türkiye and Iraq contain the highest number of visuals compared to those in the other countries analyzed. Across all countries, male-dominated photos were consistently more prevalent than female-dominated photos. The other aspect examined was the illustrative context. All countries have tried to incorporate more modern contexts in their pictures. Among the countries, Türkiye stands out for having the widest variety of visual contexts whereas Syrian course books show the fewest pictorial variations. Similar to the types of illustrative contexts used for females, non-traditional contexts are employed more frequently than traditional contexts for males across all countries.

Anahtar Kelimeler

Gender bias , Gender representation , State ELT course books , CDA , Visuals

Kaynakça

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