Reflection of Gender Inclusivity in the English Language Textbooks of 5th Grade of Primary Education in West Bengal

Abstract

Textbooks play a pivotal role as agents of social change, shaping the perspectives and values of students from a young age. Through the content presented in textbooks and the experiences within the classroom, students learn to internalize gender socialization, social norms, beliefs, and roles. These educational materials can also contribute to inequality and bias, influencing how students perceive and accept gender dynamics in society. This study examines the reflection of gender inclusivity in the English language textbooks used in Class V of primary education in West Bengal. Five aspects of the textbooks were analyzed to assess gender inclusivity: (i) Male and Female Orientation in Titles, (ii) Male and Female Orientation in the Theme of the Lesson, (iii) Male and Female Nouns, (v) Male and Female orientation in Imagery, (v) Male and Female Generic Construction, and (vi) Gender Assumption within the Textbooks. The research was conducted using a documentary research method followed by a qualitative approach through content analysis. The findings reveal that gender patriarchy and bias are present in English textbooks. Overall, the results indicate that males are more prominently featured in the textbooks, both in images and text, while females are still underrepresented. In conclusion, the reflection of gender exclusivity was found in the English language textbooks used in Class V of primary education in West Bengal. The researcher suggests that these insights could be beneficial for textbook development agencies, authors, and educators in creating a gender-sensitive curriculum and educational materials.