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Tessa M. van de Rozenberg, Marleen G. Groeneveld, Daudi P. van Veen, Lotte D. van der Pol & Judi Mesman. (2023) Hidden in Plain Sight: Gender Bias and Heteronormativity in Dutch Textbooks. Educational Studies 59:3, pages 299-317.
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Ioanna Kitta & María-Cristina Cardona-Moltó. (2022) Students’ perceptions of gender mainstreaming implementation in university teaching in Greece. Journal of Gender Studies 31:4, pages 457-477.
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Marios Kostas. (2021) Discursive construction of hegemonic masculinity and emphasised femininity in the textbooks of primary education: children’s discursive agency and polysemy of the narratives. Gender and Education 33:1, pages 50-67.
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Dietha Koster. (2020) Do representations of gender and profession change over time? Insights from a longitudinal corpus study on Dutch language textbooks (1974–2017). Journal of Gender Studies 29:8, pages 883-896.
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Francisco Núñez-Román, Coral I. Hunt-Gómez & Alejandro Gómez-Camacho. (2020) Gender-fair language (GFL) in the academic writing of pre-service teachers of Spanish. Current Issues in Language Planning 21:5, pages 475-489.
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Eva María Jiménez Andújar, Estefanía Monforte García & Mª Lourdes Alcalá Ibáñez. (2023) Currículum Oculto de Género desde la Mirada Docente: Los Libros de Texto. Revista Internacional de Educación para la Justicia Social 12:2, pages 25-44.
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Tao Xiong & Lin Zhang. (2023)
Teacher Reflexivity for Problematizing Gendered Discourses in
ELT
in China: What Can Researcher‐Practitioner Collaboration Offer?
. TESOL Quarterly.
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Audrey Alejandro & Longxuan Zhao. (2023) Multi-Method Qualitative Text and Discourse Analysis: A Methodological Framework. Qualitative Inquiry.
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Sayeed Naqibullah Orfan. (2022) Gender voices in Afghanistan primary and secondary school English textbooks. The Curriculum Journal 34:2, pages 208-230.
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Aleksandra Gajda, Iwona Omelańczuk & Agnieszka Wołowicz. (2023) Qualitative content analysis of school textbooks based on European Gender Equality Index. European Educational Research Journal, pages 147490412311679.
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Shalva Tabatadze & Natia Gorgadze. (2023) Analysis of Language Textbooks in Georgia: Approaches to Gender Equality of Males and Females While Teaching Languages. International Journal of Educational Reform 32:2, pages 169-188.
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Marios Kostas. (2023) Textbooks, students and teachers talk around gender: A new materialist approach to children's agency. Teaching and Teacher Education 125, pages 104052.
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Yuyun R. Uyuni, Erni Haryanti & Izzuddin Izzuddin. (2023) Women’s images and gender equality in Arabic textbooks for non-Arabic speakers: A case study on Al-Asas in Sudan. HTS Teologiese Studies / Theological Studies 79:2.
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Arida Mufidah, Mutmainnah Mustofa & M. Faruq Ubaidillah. (2022) The Creation of EYL Textbooks in Indonesia: An Interview Study on EFL Teachers’ Perceptions. Child Education Journal 4:3, pages 186-199.
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Yuyun R. Uyuni, Erni Haryanti & Izzuddin Izzuddin. (2022) Women’s images and gender equality in Arabic textbooks for non-Arabic speakers: A case study on Al-Asas in Sudan. HTS Teologiese Studies / Theological Studies 78:4.
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Aleksandra Gajda, Agnieszka Bójko & Ewa Stoecker. (2022) The vicious circle of stereotypes: Teachers’ awareness of and responses to students’ gender-stereotypical behaviour. PLOS ONE 17:6, pages e0269007.
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So-Yeon Ahn & Gordon Blaine West. (2022) Positioning of female marriage immigrants in South Korea: a multimodal textbook analysis. Applied Linguistics Review 0:0.
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Cathrine Norberg & Marie Nordlund. (2022) Why are all dogs male?. Educare:3, pages 186-208.
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Dewi Puspitasari, Handoyo Puji Widodo, Lulut Widyaningrum, Alhasan Allamnakhrah & Reni Puspitasari Dwi Lestariyana. (2021) How do primary school English textbooks teach moral values? A critical discourse analysis. Studies in Educational Evaluation 70, pages 101044.
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Dr. Dietha Koster & Dr. Lia Litosseliti. (2021) Multidimensional perspectives on gender in Dutch language education: Textbooks and teacher talk. Linguistics and Education 64, pages 100953.
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María Aragonés-González, Ana Rosser-Limiñana & Diana Gil-González. (2020) Coeducation and gender equality in education systems: A scoping review. Children and Youth Services Review 111, pages 104837.
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Dietha Koster & Chiara Iding. (2019) Van typiste naar ingenieur?. Dutch Journal of Applied Linguistics 8:2, pages 248-269.
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Sara Cordón Gómez, Prudencia Gutiérrez-Esteban & Sixto Cubo Delgado. (2019) Development of sexist attitudes in primary school teachers during their initial teacher training. Women's Studies International Forum 72, pages 32-39.
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