Reprezentacje męskości i kobiecości w podręcznikach do zajęć „Wychowanie do życia w rodzinie
Representations of Masculinity and Femininity in Textbooks for Classes "Family Life Education"

Summary/Abstract: School textbooks are elements of the educational process that promote dominant ideologies and normalize certain practices, including those related to gender. For the purposes of this article, the aim of the analysis was to identify representations of masculinity and (interacting with them) representations of femininity appearing in textbooks for the subject "Family Life Education" approved for educational use since 2017. The method of text analysis was Critical Discourse Analysis, together with Theo Van Leeuwen's research proposal (Social Actor System Network), which allows us to determine which social actors practice power and domination over other groups and what the consequences of such practices are. The results of the study indicate that textbook authors frequently use the masculine gender in a general, conventional sense, representative of both sexes, with inconsistent identifications of women and men and inconsistency in assigning active and passive roles to them. However, it should be borne in mind that the reflective presentation of contextualized behavior patterns of both genders can become part of school classes through the use of content as a tool for generating alternative thinking.

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