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Development model of gender socialization: school textbooks gender analysis in Georgia

Shalva Tabatadze (Centre for Civil Integration and Inter-Ethnic Relations, Tbilisi, Georgia and Faculty of Humanities and Social Science, East European University, Tbilisi, Georgia)
Natia Gorgadze (Department of Education, Centre for Civil Integration and Inter-Ethnic Relations, Tbilisi, Georgia and Department of Public Administration, Georgian Institute of Public Affairs, Tbilisi, Georgia)

Journal for Multicultural Education

ISSN: 2053-535X

Article publication date: 20 June 2022

Issue publication date: 10 March 2023

279

Abstract

Purpose

This study aims to explore gender equality in school textbooks in Georgia.

Design/methodology/approach

The research had the following questions: To what extent are women and men visible and represented equally in school textbooks? How do school textbooks promote gender socialization of boys and girls to be treated equally in terms of power and privileges, superiority and inferiority? Do school textbooks promote critical thinking and analysis of gender issues and problems? The content analysis of the qualitative research method was used to answer the research questions.

Findings

The research revealed that males remain more visible in school textbooks; however, the authors mainly attempt to balance the gender representation in textbooks quantitatively. The textbooks do not socialize girls and boys as equals in power, privileges, superiority and inferiority. The textbooks do not provide room for discussing gender and social justice issues.

Originality/value

The study is an original work. The study contributes to the development of the field of multicultural education, as it develops the three levels model of gender socialization based on the empirical research data. The first, detection level, implies the visibility of both boys and girls equally in school textbooks. The second, the recognition level of gender socialization, acknowledges gender equality in occupations, activities and power and privileges. The third, the affirmation level, develops a critical understanding of gender issues and gender equality in society.

Keywords

Acknowledgements

This publication is prepared in the framework of the “EU 4 Gender Equality: Together against gender stereotypes and gender-based violence” program, funded by the European Union, implemented jointly by UN Women and UNFPA.

Citation

Tabatadze, S. and Gorgadze, N. (2023), "Development model of gender socialization: school textbooks gender analysis in Georgia", Journal for Multicultural Education, Vol. 17 No. 1, pp. 56-69. https://doi.org/10.1108/JME-05-2022-0065

Publisher

:

Emerald Publishing Limited

Copyright © 2020, Emerald Publishing Limited

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