gender and textbook
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The Female Sex in English Textbook Marigold for First
Standard Students of CBSC Syllabus
Dr. B.V.RamaPrasad
Associate ProfessorDepartment of Postgraduate Studies in English
Kuvempu University
ShankaraghattaShivamogga
The aim of this paper is to analyze the English textbook Marigold (MG) for 1 st
standard students prepared by NCERT. The paper tries to examine whether gender bias
exists in the textbook. The paper first places the textbook in the context of policies related
to the curriculum by NCERT as outlined in National Curriculum Framework 2005(NCF
05). Then it explains the criteria used to examine the gender bias in MG, and proceeds to
analyze MG.
To begin with, however, we should remember that textbooks are only one of the
means through which gender stereotyping is done in the classrooms. The wider
curriculum, the classroom atmosphere, the actual activities assigned by the teacher in the
classroom, the uniforms prescribed, etc play a role in the construction of gender.
However, by looking at the textbooks and modifying them to accommodate concerns
about gender stereotyping, some step towards achieving gender equality can be taken.
(See Blumberg, 4)
At the top of the tree, we have the policy makers, and at the bottom of the tree we
have the teachers who teach in the class room. In between, we have the textbook
committee. The policymakers have tried to include the issues of gender in the National
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Curriculum Framework, 2005. For example, Gender justice must inform all sectors
of the social sciences (ix); specific measures are needed to inculcate greater self-
awareness among boys regarding their behaviour towards girls (103). However, gender
does not find a place in the aims of English Language Education (see appendix 1,
summary, Language, pg 127). But The Position Paper of National Focus Group on
Gender Issues in Education makes strong recommendations about gender issues in
Language classrooms (67-71), though there are no specific recommendations regarding
textbook content. The syllabus framework (NCERT, 2006) also incorporates gender
issues. See, for example, The proposed syllabus tends to integrate the concerns related to
environment, gender, peace, health, work and arts (v); It is extremely important that
textbook writers and teachers begin to appreciate that the passive and deferential roles
generally assigned to women are socio-culturally constructed and need to be destroyed as
quickly as possible. Voices of women in all their glory need to find a prominent place in
our textbooks and teaching strategies (5); If we wish that our dream of a democratic
society should become a reality, we must make every effort to eliminate gendered
construction of knowledge (60). Though here again there are no specific suggestions to
the textbook writers, nor are gender issues included in aims and objectives or in attitudes
to be nurtured (see 5-8, and 60-62).
We will now deal with the methods used in this paper to analyze the textbook
MG. The paper has drawn insights from some other works done in this area (Blumberg,
Kenyan & Fakhar-ud-din, Bahuruddin et all). Keeping in mind the length of this paper,
we will be able to use only some of the criteria used by the above works. We will analyze
the textbook in terms of-
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a. The number of boy and girl characters in the lessons
b. The number of male and female species of animals in the lessons
c. The role (active/passive)and the locale (indoor, outdoor) of the boys and the
girls in the lessons
d. The number of boy and girl characters in the illustrations
e. The role (active/passive)and the locale (indoor, outdoor) of the boys and the
girls in the illustrations
The analysis of the lessons
The textbook contains ten units, each comprising of two lessons, either prose or
poetry. Let us first look at the number of boys and girls as characters in the lessons. Out
of the ten child characters in the lessons, six are boys and four are girls. This 60-40
percentage need not be treated as evidence of gender bias as ten is a very small number to
make judgment and the difference would have been significant if it was like 80-20. In
terms of locale, out of six boys three are indoor, two outdoor and one boy moves from
indoor to outdoor. Among four girls, two are outdoor, one indoor, and one moves from
indoor to outdoor. Here again there does not seem to visible gender bias.
In terms of the activities also we do not find gender bias. Among the girls, we
have swinging, going in merry-go-round, learning to draw, watching a rainbow and
painting it: among boys, we have drying one self after the bath, watching a bird, sitting
below a tree, making a kite, and watching superman. We may say here that boys are at a
disadvantage because only two boys are actually doing something whereas four are in a
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passive role (for the purposes of this paper let us assume that sitting and thinking is a
passive activity!), where as all the four girls are actively doing something.
However, we should notice one significant thing here. There is an absence of the
domestic in these lessons. Once a child is shown with a family member, (unit 5, Circle,
a girl learning to draw from grandmother); and there is one lesson in which all the family
members are sitting (unit 6, Our Tree, where father, mother, two sons and a daughter are
eating mango). Out of eleven lessons with child characters, eight show children being on
their own, one shows a child watching the superman and only two have families in them.
Even when the children are in the house, there is an absence of the family. The activities
of the children also show a similar pattern. Except for one activity where a boy dries
himself after the bath, all other activities can be described as recreational activities. There
are no community activities and no domestic activities. This probably reflects one of the
dangers when we try to include more women in public spaces in the textbooks; the
traditional fields of the home, and the activities like nurturing associated with women
may become neglected and the so called masculine spaces and activities may dominate
the content of the textbook.
In terms of the animal characters used in the textbook, the traditional unmarking
for the masculine is evident. Of the fourteen animal characters used, twelve are male with
the pronoun he used with them. Only a turtle and a mosquito are unspecified for gender.
Even a non-animate character like the straw is masculine, where as a beautiful kite that a
boy is making is referred to as she! Thus no conscious effort is made to change the stories
to address gender issues.
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The Illustrations
In illustrations accompanying the lessons we will look at illustrations for the
lessons, the illustrations accompanying the exercises, and the side pictures next to the
instructions in the exercises. We will ignore all illustrations that are limited by the
content of the lesson, i.e. if a lesson has a boy as character, we will ignore the illustration
of the boy because that is specified by the lesson itself. We will only look at those
illustrations where the choice is independent of the content.
The very noticeable thing about the illustrations is that all the pictures
accompanying instruction for teacher have female teachers. The side pictures
accompanying instructions for the exercises also show a gender bias. For example, in unit
one, lesson Three Little Pigs, we have instructions like Lets Read, Say Aloud etc.
Out of the nine pictures accompanying these instructions, seven are boys, one a girl and
in one case it is difficult to specify. In terms of the characters in all illustrations, forty
three are boys and twenty eight girls. This percentage of 61-39 in favour of boys is
significant because we are dealing with a bigger number here.
In terms of the locale we again see the dominance of the outer space. For boys in
36 cases where the locale could be specified, seven were indoor and 29 outdoor, with the
percentage 19-81 in favour of the outdoor. For girls, in 22 cases where locale could be
specified, three were indoor and 19 outdoor with a percentage of 14-86 in favour of the
outdoor. But with respect to activities, boys seem to have more active roles compared to
girls. Out of the 31 activities that could be specified as active or passive for the boys, 24
were active and 7 passive, with a percentage of 77-23 in favour of the active. Of the 18
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activities for girls, only six were active and 12 passive, with a percentage of 33-67 in
favour of the passive. Some typical illustrations where boys and girls are together show
the girl in a secondary position. The boy takes the fruit from the basket, the girl receives
it from her mother; the boy is flying a kite and the girl is helping with the thread; the boy
has climbed the tree and the girl is receiving the fruits. In a fair, the boys outnumber the
girls by 6-3 (54). On a merry-go-round, boys outnumber the girls by 5-2 (55). Thus there
seems to be gender bias in illustrations.
There are some particular cases of obvious gender bias. In page 112, a list of
professions is given. Among the 10 professions, seven are illustrated with male figures,
one-that of the astronaut- is unspecified, and two-a doctor and a teacher- are shown as
women. There is no reason why a farmer, a dentist or an artist can not be illustrated with
female characters. Similarly on page 17, we have the question Do you wear these
things? and all the items shown can be worn by either a boy or a girl, but there are no
girl specific items. We have a shirt, but no skirt.
To conclude, the textbook MG shows some awareness of gender issues. The
number and the role of characters in the lessons do not show gender bias, though there is
a neglect of the domestic. The animal characters tend to be male by an overwhelming
percentage. In the illustrations, there is an obvious gender bias both in terms of the role
and the number of boys and girls.
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Works Cited
Baharuddin, Jamila Hani et all. Linguistic Sexism and Gender Role Stereotyping in
Primary School Science Textbooks of Qatar SoLLs.INTEC 2011 Proceedings 1.
Blumberg, Rae Lesser. Gender Bias in Textbooks: A Hidden Obstacle on the Road to
Gender Equality in Education Paper commissioned for the EFA Global Monitoring
Report 2008, Education for All by 2015: 2007
Mirza Dr. Munawar. Gender Analysis of School Curriculum and Text Books
UNESCO, Islamabad, 2004
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