Gendered representations in Jordanian textbooks: A combined quantitative and qualitative analysis based on UNESCO guidelines for the promotion of gender equality

Edres, Nijmi (2022). Gendered representations in Jordanian textbooks: A combined quantitative and qualitative analysis based on UNESCO guidelines for the promotion of gender equality. Cogent education, 9(1), pp. 1-22. Taylor & Francis 10.1080/2331186X.2022.2059826

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Recent studies describe Jordan as a context where the encounter between modernity and tradition in the framework of neo-liberal transformations in the labour market have brought about paradoxes affecting women’s lives. Despite several policies to implement gender equality introduced by the government, the rapid reduction of the gender gap in education experienced in the last decades is slow to be carried over into areas of social and economic life. Stemming from this backdrop, this article aims at contributing to the scholarly discussion about the influence of patriarchal constructs in Jordanian educational and labour market. The article considers textbooks as tools for social change and focuses on qualitative and quantitative analysis of a sample of most recent student books addressing the entry, middle and final stages of primary education in mathematics. By providing a detailed analysis of gendered representations in the sample, the article highlights the implementation of relevant strategies to safeguard gender inclusion and equity. At the same time, it points at the underrepresentation of female role models and at the reiteration of some stereotypical social constructs, especially representing women as alienated from specific working sectors as the vocational one.

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