GENDER AND LANGUAGE IN SOUTH AFRICAN SCHOOL TEXTS: A SINGLE CASE STUDY

TitleGENDER AND LANGUAGE IN SOUTH AFRICAN SCHOOL TEXTS: A SINGLE CASE STUDY
Publication TypeJournal Article
Year of Publication2011
AuthorsSchoeman, S
JournalProblems of Education in the 21st Century
Volume34
Start Page138-148
Date PublishedOctober/2011
Type of ArticleOriginal article
ISSN1822-7864
Other NumbersICID: 966181
Keywordscritical literacy, gender-inclusive and -exclusive language, school texts
Abstract

This study deals with gender and language in school texts; how it manifested, with what consequences and how it can be addressed. A qualitative intrinsic case study of a sample of school History texts from three textbooks published post-2004 was conducted to determine the extent of the use of gender-inclusive/exclusive language in the texts. The micro-level critical discourse analysis of the linguistic elements and texture of the texts revealed that on the 258 pages analysed, 642 occurrences of gendered language were found. All three selected texts contained occurrences of gender-exclusive language. The generic he and man were less of a problem than gender stereotyping, firstness and omission. Although the raw numbers revealed that the overall instances of gender-exclusive language in the linguistic elements were few, gender-exclusive language persisted in the texture of the texts. The solution seems to be critical literacy. Teachers are encouraged to discuss with learners why gender-exclusive language may occur in these texts and what could be done to eliminate gendered language. The procedure of this single case study could be repeated in multiple case studies of the other school subjects.

URLhttps://oaji.net/articles/2014/457-1406612407.pdf
DOI10.33225/pec/11.34.138
Refereed DesignationRefereed
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