New Approach of Gender Representation on English Textbooks: A Critical Discourse Analysis Study

Abstract

Gender representation is essential for cultivating an inclusive educational environment that accommodates all students. This study employed a critical discourse analysis framework to investigate the similarities and differences in gender representations within English textbooks authored by both English and Indonesian writers, utilizing the Fairclough model. Collectively, these methodologies provided an extensive framework for examining the construction and representation of gender in discourse. The data were collected from grade X English textbooks, authored by both English and Indonesian authors specifically from chapter 1 of each book for the first semester. Domestic and professional roles of female and male characters in both of English textbooks were analyzed according to the model. These elements were qualitatively described, analyzed, and elucidated. The results revealed a notable discrepancy between the two types of textbooks: the textbook written by English authors displayed a more balanced or predominantly female representation, while the one written by Indonesian authors predominantly featured male characters. This revealed cultural differences in the portrayal of gender roles, with English textbooks exhibiting a stronger emphasis on female visibility and empowerment compared to their Indonesian counterparts.