Gender Roles Discrimination in the Moroccan EFL Textbook Discourse

Authors

  • Mohamed Jaafari CPGE Beni Mellal

Keywords:

Textbook, gender, discrimination, discourse, power

Abstract

The present paper examines a major feature of gender representation in the discourse underlying the current Moroccan EFL textbooks officially employed in high schools. Actually, the paper draws on parts of the findings brought about by a research paper conducted in the fulfillment of the requirements for the degree of doctorate at the faculty of Letters in Beni Mellal, Morocco. The study has quantitatively processed 252 pieces of the gendered dialogues and talk exchanges along with the related illustrations embedded in eight textbooks. A closer analysis of what and how the language is used in talk and context in addition to the roles the genders assume recursively in the different spheres of life such as occupation, household and social spheres makes it clear that a persistent traditional gender ideology is prevailing implicitly and explicitly in the pedagogical discourse of the Moroccan EFL textbooks. The implication of the results is proved for English language professionals, human rights activists and the improvement of society as a whole.

Author Biography

Mohamed Jaafari, CPGE Beni Mellal

ESP Teacher: Preparatory Classes for the High Schools of Engineering (CPGE), Beni Mellal, Morocco
PhD: Discourse Analysis (education, gender, media)
Intercultural Youth Dialogue Facilitator

References

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Published

2016-10-21

How to Cite

Jaafari, M. (2016). Gender Roles Discrimination in the Moroccan EFL Textbook Discourse. American Scientific Research Journal for Engineering, Technology, and Sciences, 26(1), 286–301. Retrieved from https://www.asrjetsjournal.org/index.php/American_Scientific_Journal/article/view/2204

Issue

Vol. 26 No. 1 (2016)

Section

Articles

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