GENDER REPRESENTATION IN PAKISTANI TEXTBOOKS AND SCHOOLS: PERSPECTIVES OF SECONDARY SCHOOL TEACHERS

Abstract

Male vs. female representation in school textbooks and in its surroundings have significant impact on their perception of social roles, identity and expectations on men and women. Textbooks have been seen to be a source of stereotypical gender roles portraying the notion of patriarchy in Pakistan. This time is a qualitative article that analyses the secondary school educators' point of view about the issue of gender representation in the Pakistani textbooks and schools. The study explores the teachers' perception of gender portrayals and their influence on students, as well as the difficulties involved in the teachers' attempts to promote gender equality in class. Semi structured interviews were conducted with secondary school teachers both in public and private schools. The results show that textbooks "mostly" present males in dominant, professional and leadership positions and females in domestic and supportive positions. Teachers acknowledged the impact such representations have on attitudes and aspirations of students. But some teachers also had "traditional beliefs which normalized" gender stereotypes. The study suggests the need revision of curriculum content, providing gender sensitive teacher training and implementing inclusive education practices for equal gender participation for Pakistani schools.