Towards an inclusive language curriculum: re-orienting textbooks images and messages in respect of gender

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dc.contributor.advisorMesthrie, Rajenden_ZA
dc.contributor.authorLetsela, Lati Marthaen_ZA
dc.date.accessioned2016-03-10T06:53:57Z
dc.date.available2016-03-10T06:53:57Z
dc.date.issued2001en_ZA
dc.description.abstractHaving ratified and signed many international conventions and declarations on mainstreaming gender issues, Lesotho was compelled to review some of its policies and laws to ensure equitable distribution of resources to both female and male citizens in the name of democracy and development. This study sought to establish whether progress has been made in the field of education in promoting gender sensitivity and removing gender bias and stereotypes, which among other things, manifest themselves in textbooks through textual messages and images. Taken as one of the agents of socialisation in Lesotho, it is believed that textbooks can foster either gender sensitivity or negative gender discrimination; hence this study examines primary language textbooks to ascertain their role in this regard. Seven language textbooks, two written in Sesotho and five in English, were analysed in terms of gender. Gender was understood as a social phenomenon, and this made it imperative for the study to draw on theories and perspectives from different social disciplines. In the main, however, the analysis was informed by feminist theories, notably feminist stylistics as postulated by Mills (1995c). Psychoanalytical perspectives were employed in an attempt to explain the impact of under-representation, stereotypical, and sexist language, on the identities of the affected pupils. The study has established that the examined prescribed primary school language textbooks are not gender-sensitive and it has therefore recommended guidelines for use by textbooks evaluators, selectors, editors, publishers, authors, and other stakeholders in textbook production and procurement processes. Both quantitative and qualitative analytical methods were used in order to cater for quantifiable data and discourse-type data.en_ZA
dc.identifier.apacitationLetsela, L. M. (2001). <i>Towards an inclusive language curriculum: re-orienting textbooks images and messages in respect of gender</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Centre for Applied Language and Literacy Studies and Services in Africa. Retrieved from http://hdl.handle.net/11427/17614en_ZA
dc.identifier.chicagocitationLetsela, Lati Martha. <i>"Towards an inclusive language curriculum: re-orienting textbooks images and messages in respect of gender."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Centre for Applied Language and Literacy Studies and Services in Africa, 2001. http://hdl.handle.net/11427/17614en_ZA
dc.identifier.citationLetsela, L. 2001. Towards an inclusive language curriculum: re-orienting textbooks images and messages in respect of gender. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Letsela, Lati Martha AB - Having ratified and signed many international conventions and declarations on mainstreaming gender issues, Lesotho was compelled to review some of its policies and laws to ensure equitable distribution of resources to both female and male citizens in the name of democracy and development. This study sought to establish whether progress has been made in the field of education in promoting gender sensitivity and removing gender bias and stereotypes, which among other things, manifest themselves in textbooks through textual messages and images. Taken as one of the agents of socialisation in Lesotho, it is believed that textbooks can foster either gender sensitivity or negative gender discrimination; hence this study examines primary language textbooks to ascertain their role in this regard. Seven language textbooks, two written in Sesotho and five in English, were analysed in terms of gender. Gender was understood as a social phenomenon, and this made it imperative for the study to draw on theories and perspectives from different social disciplines. In the main, however, the analysis was informed by feminist theories, notably feminist stylistics as postulated by Mills (1995c). Psychoanalytical perspectives were employed in an attempt to explain the impact of under-representation, stereotypical, and sexist language, on the identities of the affected pupils. The study has established that the examined prescribed primary school language textbooks are not gender-sensitive and it has therefore recommended guidelines for use by textbooks evaluators, selectors, editors, publishers, authors, and other stakeholders in textbook production and procurement processes. Both quantitative and qualitative analytical methods were used in order to cater for quantifiable data and discourse-type data. DA - 2001 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2001 T1 - Towards an inclusive language curriculum: re-orienting textbooks images and messages in respect of gender TI - Towards an inclusive language curriculum: re-orienting textbooks images and messages in respect of gender UR - http://hdl.handle.net/11427/17614 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/17614
dc.identifier.vancouvercitationLetsela LM. Towards an inclusive language curriculum: re-orienting textbooks images and messages in respect of gender. [Thesis]. University of Cape Town ,Faculty of Humanities ,Centre for Applied Language and Literacy Studies and Services in Africa, 2001 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/17614en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentCentre for Applied Language and Literacy Studies and Services in Africaen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherLanguage and Literature Educationen_ZA
dc.titleTowards an inclusive language curriculum: re-orienting textbooks images and messages in respect of genderen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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