Aspects of Gender in Korean English Textbooks: Sexist and Gender-Progressive Texts
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The purpose of this article is to reveal how women, compared with men, are represented in readings from seven different Korean textbooks, all similarly entitled High School English Readings (collectively abbreviated as Readings). This article begins by examining the level of influence of textbooks in spreading and consolidating gender bias. Next, the author offers the results of this study by classifying selected texts into sexist or progressive types. According to the study, as many as 12% (12 units out of 101) of Readings contain sexist content in which women are treated as homemakers, caregivers, or victims of the beauty myth. On the other hand, 5% (5 units out of 101) of Readings incorporate gender-progressive content, which evinces that some progress has been made in terms of the representations of gender roles. Along with these findings, the researcher explains why selected texts are regarded as sexist or progressive. Additionally, the study suggests how to use those texts in the language classroom. Ultimately, this study is intended to promote understanding of how to simultaneously develop the ability to think and act as well as the ability to communicate in ESL or EFL. Finally, it is proposed that further study is needed on the issue of sexual orientation, not just sexual discrimination based on the relationship between heterosexual men and women.
Abstract
The purpose of this article is to reveal how women, compared with men, are represented in readings from seven different Korean textbooks, all similarly entitled High School English Readings (collectively abbreviated as Readings). This article begins by examining the level of influence of textbooks in spreading and consolidating gender bias. Next, the author offers the results of this study by classifying selected texts into sexist or progressive types. According to the study, as many as 12% (12 units out of 101) of Readings contain sexist content in which women are treated as homemakers, caregivers, or victims of the beauty myth. On the other hand, 5% (5 units out of 101) of Readings incorporate gender-progressive content, which evinces that some progress has been made in terms of the representations of gender roles. Along with these findings, the researcher explains why selected texts are regarded as sexist or progressive. Additionally, the study suggests how to use those texts in the language classroom. Ultimately, this study is intended to promote understanding of how to simultaneously develop the ability to think and act as well as the ability to communicate in ESL or EFL. Finally, it is proposed that further study is needed on the issue of sexual orientation, not just sexual discrimination based on the relationship between heterosexual men and women.
참고문헌 (30)
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