Gender biased representation in learning materials in Nigeria educational system

Authors

  • Abolaji Samuel Mustapha Dept of English, Lagos State University Ojo, Lagos Nigeria

https://doi.org/10.4471/generos.2014.38

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Abstract

Educational processes and practices have long been recognised as reproducing those gender relations that society endorses - its gender ideology. In this study, we examine educational materials that are used in Nigerian educational system for the gender ideology that they tend to reflect and reinforce.Content analysis and discourse mode were used to analyse seven widely used English Language textbooks for Junior Secondary School students in Nigeria.Findings reveal over-representation of males in the public sphere, especially in a range of professions, politics, requisite qualities, accomplishments, and contributions, on the one hand. Women, on the other hand, are overrepresented in the private sphere of home, as mothers and wives. Thus, males are rendered more visible in the public sphere than females; the latter are rendered more visible in the home sphere than males who are rarely represented in that domain. These findings indicate gender-biased learning materials that might be inimical to achieving gender equality in and through education consequently suggesting that these learning materials might be long overdue for reform to reflect gender fairness that is in consonance with Nigeria’s National Gender Policy goals.

Keywords: gender ideology, equality, education, learning materials, Nigeria, policy

 

 

 

 

 

Representación de sesgo de género en los libros de texto en inglés en el sistema educativo de Nigeria

Resumen

Prácticas y procesos educativos durante mucho tiempo han sido reconocidas como reproducir las relaciones de género que la sociedad apoya - su ideología de género. En este estudio, examinamos los materiales educativos que se utilizan en sistema educativo nigeriano para la ideología de género que tienden a reflejar y reforzar. Análisis del contenido y el modo de discurso fueron utilizados para analizar siete libros de lengua inglesa ampliamente utilizados para los estudiantes de escuela secundaria en Nigeria. Los resultados revelan sobrerrepresentación de los varones en la esfera pública, especialmente en una variedad de profesiones, la política, cualidades necesarias, logros y contribuciones, por un lado. Las mujeres, por el contrario, son representadas en el ámbito privado del hogar, como madres y esposas. Por lo tanto, los machos se procesan más visibles en la esfera pública que las hembras; este último se procesa más visible en la esfera de la casa que los machos, que raramente están representados en ese dominio. Estos resultados indican materiales educacionales sesgo de género, que pueden ser perjudiciales para alcanzar la igualdad de género en y a través de la educación en consecuencia sugiriendo que estos materiales de aprendizaje pueden ser demorados reforma reflejar la equidad de género que está en consonancia con los objetivos de la política nacional de género de Nigeria.

 

Palabras clave: género ideología, igualdad, educación, política, Nigeria, los materiales de aprendizaje

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Author Biography

Abolaji Samuel Mustapha, Dept of English, Lagos State University Ojo, Lagos Nigeria

Samuel holds a doctoral degree in sociollinguistics from the University of Essex, Colchester, UK and lectures as Senior Lecturer in the Dept of English, Lagos State University in Nigeria. He has about 40 publications in journals and books. His recent book Gender in Language Use was published by Lambert Academic Publishing in Germany.

References

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Published

2014-06-25

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Mustapha, A. S. (2014). Gender biased representation in learning materials in Nigeria educational system. Multidisciplinary Journal of Gender Studies, 3(2), 368–392. https://doi.org/10.4471/generos.2014.38