Document Type : Original Article
Authors
1 farhangeyan univercity
2 yasuj university
Abstract
Education is one of the most important goals of any society, especially for adolescents and young people. Societal curricula are continuously evolving to facilitate education, and those involved in education work diligently to achieve the best training and solutions possible to reach their goals, as they pave the way for the acceptance of social roles. Furthermore, education is one of the significant objectives of student textbooks.
This study seeks to address gender and its impact on teaching and the acceptance of social roles in Persian and Arabic textbooks for the first secondary stage in Iran, through quantitative and qualitative content analysis. The results indicate that in Persian textbooks, the highest gender representation pertains to men, reflecting the patriarchal society and its dominance in Iran. In Arabic textbooks, although the representation of men is higher than that of women, female gender representation has been significantly adjusted, achieving equality in some cases.
In the domain of social roles and societal matters, these textbooks have given more attention to male gender in various roles while also considering female gender in social, scientific, cultural, and sports roles, indicating a gender gap in these books.
Keywords: Gender, representation, education, first secondary stage, Persian and Arabic language courses.
Keywords
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