İngilizce Ders Kitaplarında Toplumsal Cinsiyet Eşitliğine İlişkin Eleştirel Söylem Analizi

Year 2023, Issue: Özel Sayı 1 (Cumhuriyetin 100. Yılına), 1360 - 1379, 27.10.2023

Süleyman Gün Ece Zehir Topkaya

https://doi.org/10.51531/korkutataturkiyat.1356800

Abstract

Ders kitapları dünya çapında örgün eğitimde en yaygın kullanılan ve en önemli öğretim materyallerinden biri olarak kabul edilmektedir. Bu önemine paralel olarak ders kitapları genellikle içerik, yöntem, kazanımlar ve beceriler gibi birçok unsur açısından değerlendirilmekte ve incelenmektedir. Son zamanlarda ders kitapları toplumsal cinsiyet temsillerini, eşitliği, sınıfsal kapsayıcılığı ve kültürel çeşitliliği göz önünde bulundurularak daha sosyo-kültürel bir perspektiften de incelenmektedir. Bu eğilim çerçevesinde, bu çalışma, Fairclough’un (1989) eleştirel söylem analizi modelini kullanarak, Türkiye’deki bir devlet üniversitesinin birinci sınıf öğrencilerine sunulan yükseköğretim düzeyindeki İngilizce derslerinde kullanılan iki İngilizce ders kitabındaki toplumsal cinsiyet ve toplumsal cinsiyet eşitliğini nicel ve nitel perspektifler çerçevesinde incelemeyi amaçlamıştır. İki İngilizce ders kitabından biri ulusal, diğeri ise uluslararası bir yayınevi tarafından yayımlanmıştır. Görsel ve yazılı metinlerdeki kadın ve erkek temsilleri incelenmiş ve cinsiyet temsillerinin eşitliği eleştirel bir bakış açısıyla analiz edilmiştir. Sonuçlar, ders kitaplarında yer alan görsellerde ve metinlerde cinsiyet temsilinde niceliksel açıdan yaklaşık bir eşitlik olduğunu; ancak birincilik değerlerine, unvanlara ve mesleki rollere göre cinsiyet temsilinin niteliksel analizinde erkekler lehine bir cinsiyet yanlılığı olduğunu göstermiştir. Son olarak, bu çalışmada İngilizce ders kitaplarında toplumsal cinsiyet eşitliğinin geliştirilmesi için önerilerde bulunulmuştur.

Keywords

ELT ders kitabı, eleştirel söylem analizi, cinsiyet eşitliği, cinsiyet temsiliyeti.

Critical Discourse Analysis of Gender Equality in English Textbooks

Abstract

Textbooks are recognized worldwide as one of the most widely used and important teaching materials in formal instruction. In alignment with their significance, they are often evaluated and examined in terms of many elements such as content, method, achievements, and skills. Recently, they have also been scrutinized from a more socio-cultural perspective, considering gender representations, equity, racial inclusivity, and cultural diversity. Within this tendency, this study aimed to investigate the status of gender and gender equality in two English textbooks used in tertiary-level English courses offered for the first-year students of a state university in Turkey within quantitative and qualitative perspectives by using Fairclough’s (1989) model of critical discourse analysis. Of the two English textbooks, one was published by a national publishing house and the other by an international one. Female and male representations in visuals and written texts were investigated and the equality of genders was analyzed with a critical viewpoint. The results indicated that there exists approximate equality in gender representation in visuals and texts of the textbooks within a quantitative perspective; however, the qualitative analysis of gender representation according to the values of firstness, titles, and occupational roles yielded a gender bias in favor of men. Consequently, this study made suggestions for enhancing gender equality within English language textbooks.

Keywords

ELT textbook, critical discourse analysis, gender equality, gender representation.

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