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Abstract
This paper examines gender biases in school textbooks after a decade long effort by the ministry of education (MoE) Pakistan and international organisation (IOs) to eliminate all forms of gender inequality in education. The intention underpinning these initiatives was to nurture a view of gender equality based consciousness through the introduction of more positive gendered images into school textbooks in Pakistan. However, the study discussed in this paper discovered that schools textbooks are still embedded with gender-biased messages and stereotypical representations of male and females. Gender biases in 24 textbooks (Urdu, English and Social Studies) from class 1 to 8 were analysed with the help of a qualitative content analysis approach. The paper draws attention to the insouciant approach taken by the MoE and IOs towards the goal of gender equality. The study found that, despite the prevailing claims of achievements, the new textbooks are ideologically invested – and contribute to the perpetuation of gender inequality. In this context, the gender blindness of the curriculum designers and textbook authors is a matter of serious concern.
Notes
1. Hochschild (2003) used the term second shift to refer to a situation in which a woman after having full-time paid day in the public domain also carry out housekeeping duties (preparing dinner, cleaning and doing laundry) and other responsibilities involved in taking care of the family.
2. Purdah here refers to the concealing of women’s body from public gaze and avoiding interaction with men as prescribed by Islam.
3. A local sport played with two sticks: one long and the other short one with sharp edges. It can be played by two people (each individual as independent player) as well as many making a team. This resembles cricket.