Reinforcing Patriarchy through Images: Representation of Gender in Primary Level Textbooks of Punjab, Pakistan

Abstract

Textbooks are a source of learning cultural norms, and social values and play a significant role in personality development. The words and images illustrated in the textbooks are influential in framing a gender and social identity. The textbooks and the syllabus taught at the primary and secondary levels are the core elements of classroom activities. These books convey to students to follow traditional roles for women and men and ignore the gender representation problem. The objectives of the study are (a) to explore the patriarchal role reinforcement through images presented in Urdu textbooks for primary-level students, and (b) to analyze covert patriarchal practices in textbooks. The method used for the current study is exploratory qualitative, data was analyzed through thematic analysis under the umbrella of Feminist Critical Discourse Analysis of images of textbooks of primary level in Punjab Province applied to get an appropriate interpretation of data. The researcher with the support of the literature studied found that the textbooks were gendered and did not represent both genders equally. Though Pakistan has an equal proportion of the male and female population in terms of numbers gender, still discrimination is evident in every sphere of life. Unfortunately, the situation in education generally and in textbooks images particularly not encouraging for females by any means.