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Keywords: supply chains, sourcing, services, logistics, higher education textbooks
Published in DKUM: 13.12.2024; Views: 0; Downloads: 3
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Abstract: 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.
Keywords: gender stereotypes, gender socialisation, images in textbooks, gender bias, social sciences
Published in DKUM: 17.05.2024; Views: 123; Downloads: 26
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Abstract: Environmental issues are nowadays an inevitable part of our lives. It is imperative we address them in order to prevent their further escalation and ensure a better future on our planet. English language teachers have a unique opportunity to touch upon this topic in their lessons since English, as a global language, is a means for discussing all globally relevant issues. This thesis focuses on the representation of environmental issues in intermediate English textbooks and lessons. We aim to highlight the significance of environmental issues and encourage teachers to promote environmental awareness and action in their students. We first provide theoretical background about environmental education, environmental issues, the connection between language teaching and the environment, as well as the inclusion of environmental content in English textbooks. In the empirical part of the thesis, we analyse 13 intermediate English textbooks in terms of environmental content and present interviews with five high-school English teachers about the extent to which environmental issues are integrated into their lessons.
Keywords: textbooks, environmental issues, English language teaching, environmental education
Published in DKUM: 04.03.2024; Views: 283; Downloads: 20
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Abstract: The Master’s Thesis focuses on gender stereotypes in English language coursebooks with special emphasis on the comparison between two editions of the coursebook series Messages. The analysis of coursebook series consists of descriptive, qualitative, and quantitative analysis of gender stereotypes in the linguistic (text) and visual (photographs, illustrations) forms. The Master’s Thesis classifies gender stereotypes as those instances in which women and men are portrayed stereotypically e. g. in their profession, through physical appearance, assumed binary traits etc. The found stereotypes are represented descriptively and statistically. Both editions of the coursebook series Messages are compared in terms of gender stereotypes in them. The findings of the study show an increase in gender stereotypes in the visual imagery between the two editions, unequal male to female characters ratio, and underrepresentation of women in occupational roles and activities.
Keywords: gender stereotypes, English language textbooks, coursebook analysis, Messages, sexism
Published in DKUM: 09.09.2022; Views: 802; Downloads: 117
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Abstract: Our thesis begins by discussing the concept of culture. Next, it considers the importance of incorporating culture into foreign language teaching and developing intercultural communicative competence. We have discovered that culture is an inevitable part of our everyday lives. It shapes our identities and helps in explaining our actions. Therefore, being unaware of the characteristics of other cultures may result in misunderstandings. As teachers, we must be aware of the importance of culture and should be able to familiarize our learners with its elements. By incorporating elements of culture into lessons, our learners will not only become competent English speakers, but will also know how to appropriately and effectively adjust to a variety of situations, and how to maintain and establish personal relationships. In the empirical section of the thesis, we have studied primary and secondary school English teachers’ views on teaching culture. The results showed that the teachers are aware of the importance of culture teaching since all the participants include various cultural elements into their English lessons. In addition, we have analysed the eight most frequently used English textbooks the teachers use in Slovenia in terms of the cultural elements they contain. We have decided to analyse textbooks as the main resource for teaching culture since textbooks are an indispensable and also a mandatory resource for every English teacher. The analysis showed that the textbooks contain a variety of cultural elements and are taught with the help of multiple strategies.
Keywords: culture, teaching culture, English as a foreign language, intercultural competence, textbooks
Published in DKUM: 07.09.2020; Views: 1673; Downloads: 151
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