Featuring a Gender Perspective in Designing English Textbooks for Young
Learners: A Course of Action
Josephine Sri Murwani Pudji Lestari
Textbook is an indispensable aspect
in education. Most teachers view textbooks as scaffolds that regulate and phase
the program, whereas students usually view them as the purpose of the learning.
Gender is by definition a social construct through which female and male role
are learned rather than biologically determined. These roles are further
socialized all the way through education, which in turn is manifested in
curriculum, teaching material, school's policy, and class dynamics that often
termed as the hidden curriculum.
Bearing those facts in mind, this paper
thus will delineate the course of action to be taken in integrating a feminist
perspective in designing textbooks, in which both female and male roles are
equally represented. Regarding the complexity of fabricating textbooks, this
course of action, therefore, would entail synergy among writers, publishers and
teachers.
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Lestari, J. S. M.
P. (2004, February). Featuring a gender perspective in
designing English textbooks for young learners: A course of action. Paper presented at the
national conference on Teaching English to Young Learners: Why and How,
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