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ERIC Number: EJ983741
Record Type: Journal
Publication Date: 2013-Mar
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0738-0593
The Continua of Identities in Postcolonial Curricula: Kenyan Students' Perceptions of Gender in School Textbooks
Foulds, Kim
International Journal of Educational Development, v33 n2 p165-174 Mar 2013
The roles of textbooks in postcolonial states is increasingly complicated, even more so when engaging a gendered analysis. This is in large part due the pressure national education ministries face considering the demands of the international aid community, particularly since implementation of the United Nations' Millennium Development Goals, nation-building, and cultural diversity. Using Kenya as a site of analysis, this article uses interviews conducted with Kenyan primary school students to determine how their perceptions of their textbooks relates to their lived realities. Focusing on images depicting labor in and out of the home, research shows that students' perceptions of textbooks demonstrate that there exists a continuum of gender identities, particularly visible when images of transformative gendered roles for women that are incongruent with student realities. (Contains 5 tables and 4 images.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kenya