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Do visual constructs in social science textbooks evince gender stereotypes and bias? : a case study from India
Suzana Košir, Radhika Lakshminarayanan, 2023, izvirni znanstveni članek

Opis: India presents a heterogeneous socio-economic ethos, rooted within structures of patriarchy and caste, rendering any transformation of traditional gender roles, increasingly challenging. Gender socialisation begins in childhood and is assimilated through schools. Students imbibe gender concepts through textbooks and classroom experiences, which either reinforce their social perceptions or influence them to critique inequalities and bias. Adopting a multi-pronged approach through feminist critical discourse analysis (FCDA) and content analysis, this research evaluates the images used in Indian school social science textbooks, for constructs of gender representation, structures, and stereotyping. The research reveals that gender structures depicted in textbooks foster patriarchy and gender bias. There is minimal effort to depict feminist activism and little scope to foster gender reflexivity and social debate, which only sustains stereotypical perceptions of gender roles within Indian society.
Ključne besede: gender stereotypes, gender socialisation, images in textbooks, gender bias, social sciences
Objavljeno v DKUM: 17.05.2024; Ogledov: 123; Prenosov: 19
Celotno besedilo (2,72 MB)
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Teachers’ impact on the implementation of human rights education in international Indian schools in Kuwait
Radhika Lakshminarayanan, Suzana Košir, 2023, izvirni znanstveni članek

Opis: With globalization, the establishment of private international schools has increased, particularly in nations with large migrant populations. These schools are affiliated to accreditation bodies from their respective country of origin for curriculum and assessment, although they may also be subject to certain norms within host countries. effectuates the official curriculum defined by the accrediting institution into the actual curriculum within the classroom. Although this reflects on all courses taught, it has wider implications in the effectiveness of Human rights education (HRE). This paper investigates key factors that determine the effective implementation of HRE by teachers in international schools, using the case study of Indian schools in Kuwait. By developing the 3I model (Introduction, Interpretation, and Implementation), the researchers determined the causative linkages in the structure and effectiveness of school curriculum for HRE, measured with exploratory factor analysis and structural equation modelling. The results indicate that human rights are not adequately addressed in the official curriculum and the teachcomprehension of human rights influences the application of HRE in the actual curriculum, which may present scope for bias and subjectivity.
Ključne besede: human rights, human rights education, international schools, Indian school curriculum, Kuwait
Objavljeno v DKUM: 12.04.2024; Ogledov: 265; Prenosov: 20
Celotno besedilo (10,41 MB)
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