A CRITICAL MULTIMODAL REPRESENTATION OF GENDER IN ENGLISH LANGUAGE TEXTBOOKS IN BOTSWANA PUBLIC SECONDARY SCHOOLS

Abstract

This study explores how gender is depicted in English language textbooks used in Botswana’s public secondary schools, focusing on gender roles, identities, and stereotypes through language and imagery. Recognizing gender as a social construct linked to power and ideology, the research highlights concerns that textbooks may reinforce traditional gender norms. Using Critical Discourse Analysis, Kress and van Leeuwen’s visual grammar, and content analysis, it uncovers patterns of gender bias, such as the underrepresentation of women in leadership roles and the reinforcement of stereotypes. The findings reveal that these textbooks often contradict the Botswana Government’s goals of promoting equity and inclusion. Given that textbooks influence students' perceptions of themselves and others, the study recommends that educators and curriculum developers create content supporting positive identity formation and actively challenging harmful stereotypes. By emphasizing the role of educational materials in shaping social norms, the research underscores the importance of developing more equitable and inclusive textbook content. Overall, the study advocates for a progressive educational approach that empowers all students, regardless of gender, fostering an environment of social justice and gender equality. This contribution aims to inform policy and practice towards more balanced and representative educational resources in Botswana.