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Gender representations and gender model depiction in EFL textbooks : analysis of pedagogical material used in secondary schools in the FWB

Hénaut, Eléonore
(2022)

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Henaut_72491700_2022.pdf
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Henaut_72491700_2022_Annexe1.pdf
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Henaut_72491700_2022_Annexe2.pdf
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Henaut_72491700_2022_Annexe3.pdf
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Details

Supervisors
Meunier, Fanny
Faculty
Faculté de philosophie, arts et lettres
Degree label
Master [120] en langues et lettres modernes, orientation germaniques, à finalité didactique
Abstract
This master thesis aims to analyse EFL textbooks recently or currently used in secondary schools within the Fédération Wallonie-Bruxelles (FWB) in order to verify whether the presence of gender representations (GRs) claimed by many researchers is observed in the pedagogical material used in Belgium. The comparison of recently and currently used material aims to verify whether there is an evolution in time regarding gender equity in English as Foreign Language (EFL) textbooks. These analyses also aim to verify whether a binary gender model depiction is preferred and whether gender friendly content is available. A small-scale survey among (future) teachers ends this thesis. The ultimate aim of this research is to highlight the roles of teachers as critical pedagogues (Baggett, 2020: 34), making use of their critical eye when they are confronted to ready-made pedagogical material and being able to develop pupils’ critical competence.