Record:   Prev Next
作者 Foulds, Kimberly Elizabeth
書名 (De)constructing gender: Student perceptions of social studies textbooks in Kenyan primary schools
國際標準書號 9781124321523
book jacket
說明 216 p
附註 Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page:
Adviser: Edith Omwami
Thesis (Ph.D.)--University of California, Los Angeles, 2010
The international community's demand for gender equality in education predicates itself on a monolithic construction of gender. To meet these demands, the Kenyan Ministry of Education has revised their national curriculum and textbook evaluation system to ensure that publishers are creating textbooks that address gender responsiveness. This study will explore the effectiveness of this new system by gathering primary school students' perceptions of representations in gender in their social studies textbooks to determine if the gender sensitive agenda is congruent or dissonant with students' realities. Using a combination of feminist, critical, and cultural reproduction theories, I utilize textual analysis and standpoint theory in analyzing 250 primary school student interviews at four schools in Kitale, Kenya. Findings from this project demonstrate that the contradictions in the textbooks' gendered representations send a multitude of mixed messages to students. When the message intends to promote an agenda of gender equality, as it is understood through its Western framework, it does not relate to students' lives and students use their life experiences to explain unfamiliar scenes. This project suggests broadening the discourse using feminist standpoint theory to focus on the experiences of students to promote culturally relevant curricula. This study shows that by using standpoint, a culturally relevant curriculum that also challenges students' understandings of gender and gender relations is possible
School code: 0031
Host Item Dissertation Abstracts International 71-12A
主題 Education, Social Sciences
Sub Saharan Africa Studies
Education, Curriculum and Instruction
Gender Studies
Alt Author University of California, Los Angeles
Record:   Prev Next