Construction of gender: A comparison of Australian and Hong Kong English language textbooks

Construction of gender: A comparison of Australian and Hong Kong English language textbooks

• Lee, Jackie F. K. Dept. of English, Hong Kong Institute of Education
• Collins, Peter School of Languages and Linguistics, University of New South Wales,Australia

Journal of Gender Studies, 19(2), 121-137, 2010

Routledge

2010

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBB Teaching Conditions & Facilities, Teaching Materials
• P Social Context of Education
  • PB Comparative Education
• A Human Growth & Development
  • AJ Sexual Difference, Bisexual Educational Difference, Sexism in Education

Australia Gender Hong Kong Sexism Sexist Language Textbooks BIAS Sex Representation Imagery School He Social Issues Social Sciences, Interdisciplinary Women's Studies

• Hong Kong
• Australia

• 1997.7 onwards

• Unknown or Unspecified

This article examines whether the later development of awareness of gender issues in Hong Kong compared to Australia is reflected in patterns of gender representation in the English language textbooks published in these two places. A comparison of 10 currently-used Australian books with 10 Hong Kong books revealed that such awareness has impacted most on the use of gender-inclusive terms and symmetrical phrases in both places. The Australian writers tended to use generic they while their Hong Kong counterparts preferred either the coordination he or she or 'generic' he. Both sets of writers maintained the convention of male-first presentation, depicted women in a more limited range of social roles, and presented stereotyped images of women as weaker and more passive than men, and as operating primarily within domestic domains. The visual representations also reinforced traditional gendered roles. Hong Kong textbook writers, nevertheless, paid more heed to the inclusion of females visually. Controversy persists over whether textbook writers should reflect reality or whether they should lead social change and strive for gender equality.
[Copyright of Journal of Gender Studies is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/09589231003695856]

• English

Journal Articles

• 09589236

• 10.1080/09589231003695856

https://bibliography.lib.eduhk.hk/bibs/cc10ead5

2010-11-28