Examining Female Absence in History Textbooks for History Teaching in the Common Good

• In Event: AERA Roundtable Session Sunday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Examining Historical Gender and Geopolitical Issues in Curriculum (Table 11)

Abstract

Textbooks are authoritative in schooling, whereas gender bias is prevalent in textbooks. The absence of women in history textbooks is particularly striking. Using content analysis to review People's Education Press's secondary school history textbooks revealed a clear inequality and gender stereotypes. Critical Discourse Analysis (CDA) of textbooks is used to reveal that the presence of gender norms in history textbooks can solidify women's subordinate and exploited status. Combining liberal feminism perspectives and Hidden Curriculum Theory (HCT) suggests that history textbooks need to provide a comprehensive and equitable representation of women’s experiences and achievements, thus fulfilling the important role of textbooks as mediators in repairing inequalities, bridging gaps and promoting the common good.

Author

• Chenying Wang, University of Hong Kong