Women’s image in Saudi School Curriculum (A comprehensive study of English textbooks in public schools) | ||
| التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية) | ||
| Volume 42, Issue 200, October 2023, Pages 619-658 PDF (1.69 M) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/jsrep.2023.328536 | ||
| Author | ||
| Aljoharah Ghazi Alrowais | ||
| Department of Curriculum and Instruction, College of education, Princess Nourah Bint Abdulrahman University | ||
| Abstract | ||
| Women have been fighting various forms of discrimination for generations. They continue to confront stereotypes, particularly in conservative communities such as Arab societies, primarily due to cultural factors. While Islam safeguards women's rights to equality and the Saudi government is making substantial efforts to promote gender equality, women in Saudi Arabia are inadequately represented in some educational materials used in the schools of the Saudi kingdom. The Saudi Arabia 2030 Vision places a strong emphasis on women's empowerment and their pivotal role in achieving sustainable social development. However, school textbooks still perpetuate outdated stereotypes of Saudi women as homemakers with traditional family responsibilities, while men are often depicted as career-oriented with strong personalities. Therefore, the aim of this study was to identify how Saudi women were portrayed in Saudi school curricula, specifically in English textbooks used in public schools, such as those published by McGraw Hill, the adopted English curriculum for middle-stage students in Saudi national schools. The study employed a qualitative content analysis methodology to examine the representation of women in these textbooks, both in narrative content and visual illustrations. It sought to understand how these portrayals might influence female students' perceptions of gender roles within Saudi society. The findings of this study contributed to our understanding of how educational materials can shape societal attitudes and further emphasize the need for a more thorough evaluation of diverse materials to ensure an accurate and empowering portrayal of Saudi women, aligning with the goals of the 2030 Saudi Vision. | ||
| Keywords | ||
| gender representation; equality; school curriculum; women empowerment; Saudi Vision 2030 | ||
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