Widok Stereotypowe charakterystyki w kulturze narodowej pojęć kobieta i mężczyzna

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J1uH-260KyllbmypoJ102u'łecKuil ac11eKmb1, MocKBa.

Stereotypowe charakterystyki w kulturze narodowej pojęć kobieta

i mężczyzna

W artykule zostały przedstawione stereotypy dotycząc pojęć "mężc

zy

zna" i "kobieta"

w dwu społecznościach językowo-kulturowych - rosyjskiej i bułgarskiej. Na podstawie

anali

zy

materiału ję

zy

kowego autorka wysuwa wniosek, że w potocznej świadomości

obu społeczności przeważa zdecydowanie negatywna ocena kobiet.

Gender Stereotypes in Elementary

School Textbooks in use in Montenegro

ALEKSANDRA KOYACEYIC, SLAVICA KOSIC, TAMARA JURLfNA

(!galo, Tivat)

The first structured and scientific notions of the world and ourselves in it are

acquired at primary school. Before the beginning of elementary schooling, chil­

dren learn about the world in accordance with own interests, depending on natura!

curiosity and feedback from parents, who may, but not necessarily so, satisfy all the

needs and provide the answers to all questions. The school, through compulsory

education, offers uniform knowledge claimed to be scientific. School textbooks

are one of major tools in education process. They are most trusted and represent a

repository of truth and knowledge. Textbooks have a major socialisation role in the

development of children. They convey important messages to the young on how

the social relations in a society are to be organised and which value system they

should adopt. Through the characters represented in textbooks children are offered

a partem of a preferred individual and behaviour model in the given society.

Psychological development of children at the time of entering school is

characterised by fast development of perception that approaches "na'ive re­

alism". A child sees the world as it is presented to him/her. Knowledge

acquired at this so-called concrete stadium of thought is internalised as com­

plete and true. Not before the age of 12, with the development of abstract

thinking, does this knowledge become questioned and changed. We believe

that some of the knowledge acquired, having the existing education models

in family and at school, never becomes subject to critical analysis and the

change of attitudes and beliefs. lt, thus, happens that this adopted

ready-ma-de knowledge lays the ground for bias and stereotypes in relation to genready-ma-der,

nation, religion, race, etc.

The textbooks analysed, Serbian, (Nature) and Science, and History, have

been selected as subjects essential for creation of the awareness of self and

others (the I-others relation). We regard them as crucial in creating the sense

of identity, gender identity in particular, i.e. "I as a boy/girl in the world".

First, fourth and eighth grade have been chosen as turning points in edu­

cation cycle and development processes of children at different deve­

lopment stages. During the preparatory stage we wanted to compile the cri­

teria to provide reliable findings and also to be able to control subjectivity

and possible constant error that may stem from it.

The set of criteria ref er both to the texts and the accompanying illustra­

tions. We believe that they are of the same importance. Both representations

of małe and fe małe characters in texts and their visual representations infl u­

ence the creation of beliefs and stereotypes referring to małe and female

gender rol es. Also, the younger the chi I dren are, the more important the illu­

strations are. We agreed for both qualitative and quantitative analysis of the

chosen textbooks, using the following set of criteria:

Quantitative:

I . The presence of men and women

2. The presence of boys and girls

3. The activities of boys and girls

4. The roles for men and women

5. Lists of professions and presence of men and women in different pro­

fessional roles

6. Number of men and wo men as authors of texts

Qualitative:

I . What the text is about:

- How are performance standards expressed?

- Who solves problems and how is it done?

-Gender rol es: is the success of girls and women based on own initiative and

intelligence or because they are pretty or connected to a boy/man?

- Can the story be told if gender roles have been switched?

- Gender-related character traits and behaviour

2. Life style

Gender Stereotypes in Element ary School ...

ALEKSANDRA KOVACEVIC. SLAVICA KOSIC, TAMARA JURLINA

3 . Relations between people

-Are boys/men in power, are they agile, are they leaders, do they make

decisions, or do girls/women do that?

-

Family

relations - who has the dominant role, etc.

4. Who are the heroes in stories?

5. Is self-esteem of girls/women included?

6. Which gender does the textbook author use?

All three researchers worked with the same set of parameters, aiming to increase

objectivity of the findings through interpersonal reliability.

It is difficult to generalise the results since all the textbooks are different,

and there are many criteria for analysis. Stili, some trends are evident, like

the more recent the textbook is, the more gender sensitive it is, or that the

textbooks for Nature and Science and History, which are among the last that

have been published, are more politically correct textbooks, so there is an

increase in the presence and visibility ofwomen and sensibility forwomen's

issue. The most gender sensitive of all the textbooks analysed is the Nature

and Science for 1

st

_grade.

If we try to sum up some of the findings according to different criteria, we

come up to the conclusion that the presence of boys and girls in illustrations

is approximately equal, i.e. girls are represented in 48% of cases, and boys

in 52%, taken totally for all the textbooks analysed. The situation changes

drastically for adults, where women are shown in 1 8.5% and men in 8 1 .5 %

of all the illustrations in all textbooks analysed.

It is much more difficult to calculate the presence of women in texts, but

the most striking example is the one in Serbian Reader for the 4

th

_{grade, whe­}

re the hero of the story is a boy in 3 1 cases, and a girl only 5 times (3 of them

being fairy tałes). We will give the example with a girl as a hero of the story

("Bird's nest in a mail box"). The girl does a noble thing and helps little birds

to make a n est and take care of the eggs. In the task after the story, the author

asks pupils to make the boy a hero of the story and finish it. By doing so, on a

rare occasion of a girl as a hero in a Reader having six times more texts with

boys as heroes, the author does, in our opinion, unjustifiable discrimination.

Not a single task after texts abounding in małe characters <lid ask for the gen­

der roles to be switched for a girl or wo man to become the hero of the story.

Moreover, what did the author expect would happen if the gender roles were

switched? Is it maybe, the stereotype of boys being violent?

Speaking of adults, the greatest disparity is probably present in textbooks

for 8

th

_{grade abounding in małe characters, particularly Serbian Reader and}

History textbook, with over 90% of małe characters.

As for the activities of boys and girls, there is approximately the same

number of school activities both represented in the illustrations and in texts.

As for other activities, and this particularly holds true for Serbian textbooks

for 1

st

and 4

th

grade, they are, for the most part, gender stereotypical. Thus.

girls go for walks, make themselves pretty and tend to spend their leisure

time in a passive way. Boys, in contrast, go in for sports and hobbies, they

are adventurous and demonstrate more practical skills.

Speaking ofroles, activities and professions for adults, taking the Reader

for 1

st

_{grade as an example, we see women as housewives, doing housework}

when at home, or going for walks and sitting in parks with female friends

and children, when outside. Men representing fathers are always dressed in

suits, even at the dinner table, very severe, and only relax playing the tradi­

tional folk instrument (gusle).

In texts, women are mostly referred to as mothers, and when in professional set­

tings they are usually teachers. Men are represented mostly in professional roles,

rarely as fathers, !et alone husbands.

Texts for lower grades abound in men in professional roles, mostly crafts,

usually obsolete ones and not found in modern Montenegro. As an illustra­

tion, the texts from Serbian Reader for 1

st

_{grade, have women represented in}

two roles altogether, as teachers ( 15 occurrences) and shop assistants, and

men as chirnney sweepers (4), huntsmen (8), florists, construction workers

(2), writers (2), teachers, poets (5), ploughmen (6), crop farmers, sowers (2),

reapers (2), combine drivers (2), millers, bakers (2), shop assistants (2),

"opanak" ( old-fashioned peasant footwear)-makers, watchmakers, servants

(4).

As for the language used in the textbooks analysed, it is also very difficult

to generalise. One of the basie indicators is the gender authors use w hen ad­

dressing pupils/readers and what gender they use to refer to all people. Here,

a great range of different solutions may be noticed. On one side, as a gender

stereotype extreme, there are textbooks in which authors consistently use

Gender Stereotypes in Element ary School ...

ALEKSANDRA KOVACEVIC. SLAVICA KOSIC. TAMARA JURLINA

masculine gender to address all pupils. Such textbooks are those used for the

Serbian Reader and Grarnrnar in 1

si

grade, Grammar for 4

ih

gra de and Scien­

ce for 4

th

grade.

Then there are textbooks addressing readers neutrally, like the Reader for

4

th

_{grade, in 2}

nd

_{person singular of present or imperative, both of them gen­}

der unmarked. However, whenever there is a need to be gender-specific,

masculine gender is used, with one sole exception when the forms for both

genders were used. The Reader used in 8

th

_{grade is similar, except that here}

the form used is 2

nd

_{person pl ural of present and imperative. There are a few}

exceptions when masculine gender was used, and again only one including

both genders. As for the History textbook used in 8

1h

_{grade, it is consistently,}

throughout the book gender unmarked.

lt is only the Science and Nature textbook for 1

si

grade that has all the in­

structions and comments consistently given using both genders. Feminine

gender and female forms are given in brackets, after the małe counterparts,

although sometimes precede the małe forms, especially when dealing with

teachers. This textbook is a proof positive that political correctness in text­

books is possible and easily achievable, as a counterargument to all those

who doubt the practicality of introducing double forms to include feminine

gender.

The next irnportant criterion is the presence of males and females in

examples. Looking at the presence of men and women in examples in Ser­

bian textbooks, it is seen that men and masculine gender are used in 83% of

examples, and women and feminine gender in the remaining 1 7% (this stati­

stics includes only the examples talking about humans, not the one with

grammatical gender only).

As an extreme example, in the Grammar book for 4

1h

_{grade, when talking}

about Past Tense in Serbian, the author provides only examples for masculi­

ne gender and says that "forms for feminine and neutral gender differ sli­

ghtly from the given masculine forms". Are the se not of the same importan­

ce? After all, we do have a language with a highly pronounced grammatical

gender.

Using the same book as an illustration, we will show that even when wo­

men are used in examples, they are depicted in highly stereotypical gender

roles and relations. For instance, when simple sentences are taught, pupils

will also be a ble to see how Srdjan 's family functions: "Grandma is knitting.

Mather is cooking. Srdjan is drawing. Father is writing. Sister is singing".

Or when simple sentences are expanded, there is an example "Mara is knit­

ting" which eventually becomes: "Today my curious little girl Mara is knit­

ting a nice jumper for her brother". Curiosity here is only declarative, whe­

reas "good" or "obedient" would be more suitable. Also, based on the

messages sent throughout this and other textbooks, it is only to be expected a

sister would knit a jumper for her brother. lt is impossible to knit it for her­

self or not even mention who it is for.

The use of the word "covjek" (inclusive word for "human being") is hi­

ghly interesting. For instance, when a wolf asks if there is a good "covjek" in

the village where he could go, a cat sends the wolf to four different men (Re­

ader for 1

st

_{grade). Or the example from Grammar book for 4}

th

_{grade as an il­}

lustration of adjectival gender "A good "covjek", a good woman, a good

child", or when describing a market day, "Crowds of people, women and

children are coming", even though we have a separate word for "men".

This use of the word «covjek» to mean "man" is very usual. We point this

out since it illustrates well the so-called generic use of małe forms. lt is usu­

ally said that we use małe forms generically, to refer to all people. It is hard

to believe that generic use readily invokes generic meaning - that is, using

małe forms in neutral contexts does not result in most people thinking both

of men and wo men, since, obviously, it does not happen even with a purely

generic and inclusive word.

The analysis of selected textbooks clearly shows that the recognisable pa­

triarcha! socialisation pattem still holds true for our educational system.

Rare are the textbooks with gender sensitive orientation which open up po­

ssibilities for constructing different perception of gender roles and gender

relations. In most of the analysed textbooks gender roles still reflect traditio­

nal, stereotypical and binary male/female division.

Female roles include a couple of stereotypical ones, usually mother or

"extensions" of mother figure, like the one of a fornale teacher.

Male roles are no less stereotypical, they are only more diverse. Still,

most of them are historical and mythical, then craftsmen and soldiers. Gen­

der stereotypes are also present as regards boys and girls, but compared to

men and women it almost looks benign and subtle. There are in certain

text-Gender Stereotypes in Elementary School ...

ALEKSANDRA KOVACEVIC, SLAVICA KOSIC. TAMARA JURLINA

books some gender-related divisions both in illustrations and texts. Thus,

girls are either invisible, or passive, caring and dressed up, while boys are

skilful, intellectually dominant, naughty and of adventurous spirit. Still,

boys and girls often have the same number of different roles and activities,

particularly connected with school.

Thus, it raises the question of what happens to agile, active and capable

girls when they grow up to be mothers and housewives, closed indoors and

passive, without professional lives. Is it that such an educational system

with textbooks in which authors mostly address males, with stories that re­

assert the passive position of women and carefully protect them from the pu­

blic eye, makes that girls, early on in their lives, get these messages which

will later on prevent them from developing their full abilities?

Patriarcha! Montenegro in 21

st

_{century is a place where it is necessary to}

redefine the existing stereotypes of gender roles and gender relations, break

taboos connected with male-female positions and abilities. Changing the

image of women/men represented in textbooks is one way of raising the

awareness for the issue, of developing critical thinking and creating a new,

more correct notion of the world and the place of women in it.

* The paper presents findings of the research project done from January to

June 2003 and supported by Foundation Open Society Institute (FOSI)

-Montenegro.

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Sorne Practical Ideas for Confronting Curricular Bias, http://www.american.edu/sad­

ker/curricularbias.htm

Paradigm, No. 14 (September, 1994) Research on schoolbooks in France: a surnrnary ac­

count Alain Choppin,

http://w4.ed.uiuc.edu/faculty/westbury/Paradigm/choppin.html

Wornen's Roles and Gender lssues in Prirnary School Textbooks: Korea and Mexico by

Hwa Soo Chung, http://orpheus.ucsd.edu/las/studies/pdfs/Chung2.PDF

Tessa Woodward, editor of «The Teacher Trainer»: Let there be you. Let there be me.

Gender balance in ELT Materials, http://www.hltmag.co.uk/may03/mart4.htm

EQUALITY BETWEEN WOMEN AND MEN IN EUROPEAN EDUCATION AND

CULTURE PROGRAMMES, Socrates programme,

http://europa.eu.int/comm/dgs/education _ cui ture/ega/socrates _ en.htm !#proj ects

POLITE project - Knowledge and Freedom: Language and gender identity,

www.aie.it/polite/Ingleserobustelli2.pdf

Stereotypy płciowe w podręcznikach dla szkól podstawowych

w Czarnogórze

Artykuł przedstawia analizę współczesnych podręczników szkolnych używanych w

Czarnogórze. Analiza dotycząca stereotypów płciowych została przeprowadzona meto­

dami jakościowymi i ilościowymi.

Kobiety występujące w badanych podręcznikach przypisane są przeważnie do roli

matki lub nauczycielki. Mężczyźni również prezentowani są w stereotypowy sposób,

mają jednak do dyspozycji większą różnorodność ról, chociaż w dużej mierze są to role

historyczne i mityczne (rzemieślnicy, żołnierze). Rozbieżności w prezentowaniu dzieci

są mniejsze niż w przypadku dorosłych, ale tu także dziewczynki są pasywne, troskliwe,

starannie ubrane, podczas gdy chłopcy przedstawiani są jako zręczni, inteligentni, nie­

grzeczni czy rządni przygód.