ERG SES C 07, Parallel Session C 07
School text books are manual educational instruments in printed format which are used in every school as per their educational syllabus. Among different text books social studies text books is one which is probably the common text books in every school. In the context of Nepal, it is compulsory for every child and taught in Grade 1 to Grade 10. But this research concentrate on primary school in Nepal ,that starts from Grade 1 to Grade 5, to narrow down the research area. Generally, primary school is the first place where children learn both social and cultural mechanism with their friends from different social background.
In contemporary society, school text books have come on different kind of criticism and biasness during the recent years due to various both visible and non visible components in school text books. Particularly, social studies textbook is the one which deals about the social and cultural issues, is more vulnerable on biasness or criticism. Gender stereotypes are general phenomena in contemporary world but illustration of gender stereotypical themes, paragraphs, characters or words in text books is different phenomena in academia. Additionally, it shapes the children knowledge and attitudes in different way. Basically, education is considered as backbone of country and books are basic elements for the educational process. Consequently, textbooks plays very important role for the teaching and learning process in the field of education.
The main objectives of this study is to find the gender stereotypical texts, themes, paragraphs and concepts that illustrated in primary school social studies text book in Nepal. Being a Hindu country, people are following patriarchal social system which influenced the girls in further oppression. In general, girls are discriminated on the base of gender, caste and class within society. Consequently, once the learning process is typically gender stereotyped the gap between male and female would increase.
This research is particularly on gender stereotypical interest, its main theoretical approach is constructed from the gender theories and feminist sociology. The gender perspective is one of the topical issues in the field of social sciences. As it is believed that gender disparity is universal phenomena. In the context of Nepal, women are compelled to live their life as second class citizen due to existing gender based discrimination and cultural perspectives.
Previous study has revealed that children from the age of four begin to understand gender and gender role. It is transmitted from cultural and social member to member. Gender schema theory; further explain that children develop their sense on male and female by their age and gender stereotypes. Similarly, both male and female organize their maleness and femaleness behavior around the society. (Bem, S.L. 1993, P. 125&138)
Bem, S.L. (1981). “Gender schema theory: A cognitive account of sex typing” In Psychological Review, Vol. 88, P. 354-364. ________ (1993). The lenses of Gender: Transforming the debate on sexual Inequality. Yale University, USA Berg, B. L. (2001). Qualitative Research Methods for the Social Sciences. 4th Ed. Boston, MA: Allyn and Bacon. Rosengren, K.E. (1981). Advances in Content Analysis. Ed. Sage Publication, USA Taylor, F. (2003). Content Analysis and Gender Stereotypes in Children`s Book, In Teaching Sociology, Vol. 31, P. 300 -311.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.