Speakers
Description
We explore the prevalence (or lack) of diversity in gender and sexuality representation in official English textbooks used in Japanese elementary schools by employing multimodal critical discourse studies. By placing the issue of official textbook contents in the local historical and sociological context, we evaluate the significance of the new editions and outline the implications for encouraging a commitment to diversity and inclusion and creating safe classroom spaces for gender non-conforming and LGBTQ+-identifying students.
Abstract section 1: Relevance
In Japan, the Ministry of Education, Culture, Sports, Science and Technology has long been criticized for its conservative approach to historicity, race, and traditional family
values in terms of officially-approved textbook content. Therefore, until recently, little effort has been made to recognize the diversity of a rapidly changing society that reflects modern attitudes and sensibilities towards the heterogeneity of gender and sexuality. Similarly, global English language teaching (ELT) textbooks and their publishers have faced similar criticisms for persistent gaps in representation, including the continued absence of LGBTQ+ characters and stories in many widely used materials (Gray, 2010, 2013; Paiz, 2015).
Abstract section 3: Content/method
We utilize multimodal critical discourse studies (Machin, 2013), encompassing written text, audio recordings, pictures, photos, and videos for three of the most recent English textbook series’ for elementary school. The data collection took a qualitative approach, going over every page of each textbook along with digital audio/video contents. The data was analyzed inductively, involving multiple rounds of note-taking on any textual, visual, or audial data pertaining to gender and sexuality.
Abstract section 4: Outcomes/results
Although there is some evidence of deliberate efforts to depict diversity, these changes are minimal and do not seem to promote any meaningful change in Japanese society. In relation to gender representation, a “stereotype inversion model” (Ishikawa, 2020) is in evidence, which seems to be the extent of the efforts put forward by the writers. With regard to sexuality, there is a void of any non-heteronormative ways of being, or non-traditional family set-ups. These findings suggest that these textbooks limit their representations of people and society and the use of the English language to a falsely-constructed, cisheteronormative and binary world.
Abstract section 5: References
Gray, J. (2010). The construction of English: Culture, consumerism, and promotion in the ELT global coursebook. Palgrave Macmillan.
Gray, J. (Ed.). (2013). Critical perspectives on language teaching materials (pp. 1-16). Palgrave Macmillan.
Ishikawa, Y. (2020). Nihonno chugakkou eigo kyokashoni miru josei hyoushou: Danjo kyoto sankaku shakaiwo mezashita eigo kyozai kenkyu [Female representations in Japanese junior high school English textbooks: English textbook research aiming for gender equal society]. In Y. Ishikawa (Ed.), Genderto eigo kyoiku: Gakusaiteki apurochi (pp. 1-43). Daigaku Kyouiku Shuppan.
Machin, D. (2013). What is multimodal critical discourse studies? Critical Discourse Studies, 10(4), 347-355.
Paiz, J. M. (2015). Over the monochrome rainbow. Journal of Language and Sexuality, 4(1), 77-101.
Abstract section 2: Contribution/research questions
By employing multimodal critical discourse analysis, our presentation will answer the following research questions: How are gender and sexuality represented (or not) in government-approved English textbooks for elementary schools in Japan? What modals are used and how do the textbooks delete, add, substitute, and/or evaluate the representation of gender and sexuality?
| Title | Gender and sexuality in elementary school English textbooks |
|---|---|
| Teaching Context | General |