EXPLORING REPRESENTATION OF GENDER IDENTITIES IN AN ENGLISH TEXTBOOK USED IN TÜRKİYE

Abstract

This research investigates the representation of gender identities in the 9th-grade textbook Uplift Grade 9, an English textbook used in Turkish high schools. Given the significant role that educational materials play in shaping students’ perceptions, this study examines how gender identities are portrayed, the cultural elements embedded in the content, and the underlying messages conveyed to students. Employing Critical Discourse Analysis (CDA) as the primary methodology, research investigates the complex interplay between language, power, and ideology within the textbook. CDA, recognized for its effectiveness in examining how discourse reinforces or challenges social norms, provides a critical lens to explore the ways in which textbooks function as cultural artifacts that shape students' understanding of gender roles and identities (Weiss & Wodak, 2003; Sunderland & Litosseliti, 2023). The study aims to investigate (1) patterns in gender representation, (2) the inclusivity and accuracy of these representations, and (3) whether the textbook perpetuates traditional gender stereotypes or promotes a progressive view of gender roles. The analysis reveals that male and female gender roles in the textbook include stereotypes in most of the activities. There are some differences between the attribution of roles and actions for these genders. However, the result is not as unequal as foreseen. The result is hopeful. Most of the roles and actions are almost equal for both genders. The study offers recommendations to policymakers, educators, and textbook authors to improve the inclusivity and cultural sensitivity of resources, fostering equity, diversity, and a more inclusive understanding of gender in Turkish education.