representation of gender roles From the perspective of Islam and Feminism In elementary school textbooks

Articles in Press

Document Type : Original Article

Authors

1 Associate Professor, Department of Islamic Studies, Sharif University of Technology, Tehran, Iran.

2 PhD student in Technology Management, Faculty of Management and Soft Technologies, Malik Ashtar University of Technology, Tehran, Iran

3 Doctoral student of science and technology policy, Faculty of Management, University of Tehran, Tehran, Iran.

4 PhD in science and technology policy, Faculty of Management, Economics and Progress Engineering, University of Science and Technology, Tehran, Iran.

Abstract

The purpose of this study is to investigate how gender roles represented during the elementary school as a golden age and effective in construction the foundation of students' thought in the first and second grade textbooks. The method of this research is quantitative content analysis based on the indicators that have been earned using the opinion of experts in the field of women and family and based on the Delphi method. Qualitative content analysis has also been used to analyze the quality of representations in images and textbooks. Findings show that during primary school, there is no specific order and planning to identify and institutionalize gender concepts based on Islamic teachings. The role of women in the family is small and there is not much mention of their presence in the home or the desired way of employment and their social presence. Despite the importance of explaining and institutionalizing the original positions of men and women in the family and society from childhood and in elementary school, the attention of textbooks to the issue of gender roles is very low and is not evaluated in accordance to the policies adopted in the upstream documents and should be reviewed

Keywords

Main Subjects

The Women and Families Cultural-Educational

Articles in Press, Accepted Manuscript
Available Online from 08 June 2024

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History

  • Receive Date: 30 November 2023
  • Revise Date: 23 April 2024
  • Accept Date: 08 June 2024

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