Sexist stereotypes in the language textbooks of the Greek primary school: a multidimensional approach

ABSTRACT

School textbooks are the main means of instruction and the main tool for the organisation of the teachers’ pedagogic practices. Stereotypes concerning the two genders are inscribed in the curriculum and become evident inside the school textbooks. The present study, through a content analysis of the Greek-language textbooks used in the third grade of the Greek primary school, examines the existence of gender stereotypes throughout the full range of these books. Additionally, semi-structured interviews with a sample of teachers who have taught the particular subject in the past are carried out. The findings show that there is a need for evaluation of the existing language textbooks in primary schools, with the aim of promoting a more gender-balanced learning material. Moreover, the classroom teachers raise the need for the promotion of initial as well as in-service training for teachers on issues of ‘gender stereotypes’, ‘language sexism’ and ‘gender-mainstreaming policies’.

KEYWORDS:

• Language
• textbooks
• sexism
• gender stereotypes
• primary school

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. In Greece, school textbooks in public (i.e. state) schools have been, from the earlier years of the modern Greek state, the sole responsibility of the competent government authorities, through its auxiliary supervisory bodies. School textbooks must be approved by a competent state agency, the so-called ‘Institute of Education Policy’ (IEP, formerly known as ‘Pedagogic Institute of Greece’). When major curricular changes are decided by the party in office, the IEP publishes a public call of interest, in which certain guidelines are provided for potential authors of textbooks (individuals or groups). The IEP also operates as an executive scientific body which supports the Ministry of Education and Religious Affairs, with main aim the scientific research and study of issues related to primary and secondary education, as well as the transition from secondary to tertiary education. I also offers on-going scientific and technical support for the design and implementation of educational policy issues.