Do Textbooks Reflect Learners' Diversity? A Case Study of Grade 4 English and Life Skills Textbooks
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| Title: | Do Textbooks Reflect Learners' Diversity? A Case Study of Grade 4 English and Life Skills Textbooks |
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| Language: | English |
| Authors: | Lucy Sibanda (ORCID |
| Source: | South African Journal of Education. 2024 44(2). |
| Availability: | Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Textbook Evaluation, Diversity, Content Analysis, Grade 4, Elementary School Students, English (Second Language), Second Language Learning, Second Language Instruction, Race, Gender Differences, Sex Role, Disabilities, Urban Areas, Rural Areas, Daily Living Skills, Sex Stereotypes, Occupations, Salary Wage Differentials, Rewards, Textbook Preparation, Foreign Countries |
| Geographic Terms: | South Africa |
| ISSN: | 0256-0100 2076-3433 |
| Abstract: | Textbooks socialise and legitimise cultural norms, and therefore, learners' social worlds should find expression in their textbooks. In the study reported on here we examined how Grade 4 English First Additional Language and life skills textbooks reflected learner diversity in South African schools as manifested in their racial, gender, occupational, ability and geographical profiling in the textbooks. Content analysis was used to systematically identify instances of diversity representation in Grade 4 English First Additional Language and life skills textbooks. Quantitative content analysis accounted for the ubiquity of human characters' reflection in textbooks on the diversity variables in question. Qualitative analysis focused on the depiction of characters' gender roles. Quantitative data suggest that learners' social worlds were generally represented in the selected textbooks. However, males enjoyed greater visibility than females, and the visibility of disabled people was low. The 2 life skills and 1 English textbook portrayed both urban and rural settings. The qualitative analysis uncovered some gender stereotyping, where, for example, women were depicted in lower positions compared to men's high-paying vocations like judges, scientists, or doctors. Boys were depicted receiving prizes for their Matric achievements. Implications for publishers and writers commissioned to write textbooks include the need to consider representation of learner diversity in textbooks. The Department of Education should develop guidelines that promote such representation. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1429940 |
| Database: | ERIC |
| Abstract: | Textbooks socialise and legitimise cultural norms, and therefore, learners' social worlds should find expression in their textbooks. In the study reported on here we examined how Grade 4 English First Additional Language and life skills textbooks reflected learner diversity in South African schools as manifested in their racial, gender, occupational, ability and geographical profiling in the textbooks. Content analysis was used to systematically identify instances of diversity representation in Grade 4 English First Additional Language and life skills textbooks. Quantitative content analysis accounted for the ubiquity of human characters' reflection in textbooks on the diversity variables in question. Qualitative analysis focused on the depiction of characters' gender roles. Quantitative data suggest that learners' social worlds were generally represented in the selected textbooks. However, males enjoyed greater visibility than females, and the visibility of disabled people was low. The 2 life skills and 1 English textbook portrayed both urban and rural settings. The qualitative analysis uncovered some gender stereotyping, where, for example, women were depicted in lower positions compared to men's high-paying vocations like judges, scientists, or doctors. Boys were depicted receiving prizes for their Matric achievements. Implications for publishers and writers commissioned to write textbooks include the need to consider representation of learner diversity in textbooks. The Department of Education should develop guidelines that promote such representation. |
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| ISSN: | 0256-0100 2076-3433 |
