Analysis of Language Textbooks in Georgia: Approaches to Gender Equality of Males and Females While Teaching Languages

Abstract

This study aimed to explore gender equality in language textbooks in Georgian schools. The content analysis method was used to answer the research questions, and a theoretical framework was developed based on Porreca's Analytical Framework (1984). The research revealed that men remain more visible in textbooks. Social roles, activities, and professions are gender-biased, and the books contribute to the development of gender stereotypes. The study identified five different approaches that school textbook authors adopt toward gender equality: (1) superficial, (2) artificial, (3) additive, (4) deliberate ignorance, and (5) attitudinal nondeliberate gender mainstreaming approach.