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首页> 外文学位 >Equal education for girls in Ghana: Analysis of representation of women in social studies textbooks and curriculum.
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Equal education for girls in Ghana: Analysis of representation of women in social studies textbooks and curriculum.

机译：加纳的女童平等教育：分析社会研究教科书和课程中妇女的代表性。

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摘要

Gender imbalance in education has become a worldwide concern, especially in developing countries. The UN, the World Bank, and other international organizations, over the past two decades, have intensified efforts to enhance girls' education. Among the other issues that affect girls' education is gender stereotyping in textbooks which is an international phenomenon. In the 1980s, the government of Ghana made a move to make the country middle income by 2020. As a result, the education for women and girls became one of the objectives of that economic plan and in 1997 a Girls' Education Unit was established to promote girls' education in the country.; My research investigated gender representation in social studies textbooks and taught curriculum in Ghana, using feminist approaches as underlying theory. The purposes of the study were to analyze how women are represented in social studies textbooks in the primary, junior secondary, and secondary schools and also to investigate teachers' perceptions about gender in the textbooks and the taught curriculum. The study was set in a qualitative paradigm but used both quantitative and qualitative techniques for data collection. Content analysis was used to analyze representation of women and men in 22 social studies textbooks. Questionnaires, focus group interviews, individual interviews were also used to solicit opinions of teachers (currently university students) and teacher educators about gender equality in the textbooks and the taught curriculum.; Findings from the textbook analysis suggest that overall representation of women in the textbooks is low. The inclusion of cultural practices and population issues in the new textbooks increased the representation of women in linguistic differences, one of the categories used for the content analysis. However, otherwise gender representation is still imbalanced and stereotypical. The data from the questionnaires and the interviews also suggests reasons for stereotypic representation of men and women in the textbooks and in the curriculum. Half of questionnaire respondents and most of those interviewed believe that imbalance of gender representation in textbooks and curriculum is the result of Ghanaian culture.
机译：教育中的性别不平衡已成为全世界关注的问题，尤其是在发展中国家。在过去的二十年中，联合国，世界银行和其他国际组织加大了力度，以提高女童的教育水平。影响女童教育的其他问题之一是教科书中的性别陈规定型观念，这是一种国际现象。 1980年代，加纳政府采取了行动，到2020年使该国成为中等收入国家。因此，对妇女和女童的教育成为该经济计划的目标之一，1997年成立了女童教育股，以促进该国的女童教育。我的研究使用女权主义方法作为基础理论，调查了社会研究教科书中的性别代表性并在加纳教授了课程。这项研究的目的是分析在小学，初中和中学的社会研究教科书中妇女的代表情况，并调查教科书和所教课程中教师对性别的看法。该研究采用定性模式，但同时使用定量和定性技术进行数据收集。内容分析被用来分析22本社会研究教科书中男女的代表性。问卷，焦点小组访谈，个人访谈也被用来征求老师（当前​​是大学生）和教师教育者关于教科书和所教课程中性别平等的意见。教科书分析的结果表明，妇女在教科书中的总体代表性很低。在新的教科书中纳入文化习俗和人口问题，增加了妇女在语言差异中的代表性，语言差异是内容分析所使用的类别之一。但是，在其他方面，性别代表性仍然不平衡且刻板印象。问卷和访谈中的数据也表明了在教科书和课程中对男女进行刻板印象的原因。一半的问卷调查者和大多数受访者认为，教科书和课程中性别代表性的失衡是加纳文化的结果。

著录项

  • 作者

    Tuwor, Theresa.;

  • 作者单位

    University of Kentucky.;

  • 授予单位 University of Kentucky.;
  • 学科 Womens Studies.; Education Social Sciences.; Education Curriculum and Instruction.; Gender Studies.
  • 学位 Ed.D.
  • 年度 2007
  • 页码 265 p.
  • 总页数 265
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 社会学;社会科学教育与普及;教育;
  • 关键词

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