Cezayir ortaöğretiminin EFL ders kitaplarının görsel söyleminde cinsiyet konumlandırması: Öğretmenlerin algılarına karşı eleştirel imaj analizi

Bu çalışma, üç Cezayirli orta öğretim İngilizce ders kitabının görsel söyleminde toplumsal cinsiyet konumlandırma konusunu gözden geçirmektedir. Cinsiyet temsili hakkında bilgilendirilmiş bir görüş elde etmek için, bu materyaller, teorik eleştirel hesapların sonuçlarını, dil öğretmenlerinin ders kitaplarındaki cinsiyet yanlılığı konusundaki potansiyel yorumlarıyla birleştirmenin gerekli olduğu kabul edildi. İlk olarak, seçilen görsel korpus, kritik görüntü analizi ile cinsiyet yanlılığı açısından incelenmiştir. Cinsiyet önyargısının içine alınabileceği ana yönler, iyi hazırlanmış bir çerçevede ele alınmıştır. İkincisi, ortaöğretim EFL öğretmenlerinin algıları, uygun bir şekilde seçilmiş bir örneğe gönderilen bir öz bildirim anketi ile incelenmiştir. Sonuçların karşılaştırmalı analizi,görüntülerin çoğunluğunun kadınlara karşı önyargının net belirtileri olmasına rağmen, çoğu öğretmenin, görsel temsil söz konusu olduğunda, iki cinsiyet arasındaki dengesizlikleri görmenin zor olduğunu göstermektedir. Bu uyumsuzluk, cinsiyet yanlılığının halen EFL dil pratisyenlerinin çoğunluğu tarafından büyük bir ilgi alanı olarak görülmesi gerçeğiyle tartışmalı görünmektedir.

Gender positioning in the visual discourse of Algerian secondary education EFL textbooks: Critical image analysis vs teachers’ perceptions

The present study revisits the issue of gender positioning within the visual discourse of three Algerian secondaryeducation English textbooks. In order to get an informed view about gender representation in these materials, itwas deemed necessary to combine the outcomes of theoretical critical accounts with language teachers´ potentialinterpretations of gender bias within the textbooks. First, the selected visual corpus was scrutinized for gender biasthrough critical image analysis. The major aspects, in which gender bias can be embedded, have been addressedwithin a well-elaborated framework. Second, the perceptions that secondary education EFL teachers have of thisissue were surveyed by dint of a self-report questionnaire which was submitted to a conveniently selected sample.The comparative analysis of the results indicate that while the majority of the images display clear signs of biasagainst females, most teachers hardly view any imbalances between the two genders as far as visual representationis concerned. This mismatch seems arguably related to the fact that gender bias is still considered a peripheral areaof interest by the majority of EFL language practitioners.

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