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The portrayal of women in social stu...

Mazile, Bontshetse-Mosadimotho.

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The portrayal of women in social studies and history textbooks used in Botswana.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The portrayal of women in social studies and history textbooks used in Botswana./
作者:	Mazile, Bontshetse-Mosadimotho.
面頁冊數:	166 p.
附註:	Source: Dissertation Abstracts International, Volume: 59-05, Section: A, page: 1521.
Contained By:	Dissertation Abstracts International59-05A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9833733
ISBN:	0591869276

The portrayal of women in social studies and history textbooks used in Botswana.
Mazile, Bontshetse-Mosadimotho.

The portrayal of women in social studies and history textbooks used in Botswana. - 166 p.

Source: Dissertation Abstracts International, Volume: 59-05, Section: A, page: 1521.

Thesis (Ed.D.)--University of Cincinnati, 1998.

The purpose of this study was to determine how women were portrayed in history and social studies textbooks used in primary and secondary schools of Botswana.

ISBN: 0591869276Subjects--Topical Terms:

626654
Education, Sociology of.

The portrayal of women in social studies and history textbooks used in Botswana.
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100 1 $a Mazile, Bontshetse-Mosadimotho. $3 1951552
245 1 4 $a The portrayal of women in social studies and history textbooks used in Botswana.
300 $a 166 p.
500 $a Source: Dissertation Abstracts International, Volume: 59-05, Section: A, page: 1521.
500 $a Chair: Lanthan Camblin.
502 $a Thesis (Ed.D.)--University of Cincinnati, 1998.
520 $a The purpose of this study was to determine how women were portrayed in history and social studies textbooks used in primary and secondary schools of Botswana.
520 $a Both textual and pictorial content was evaluated from the six history and four social studies texts. The analysis focused on three areas including coverage or inclusion of females in terms of the number of women included in textbook development such as those included in text content and the space provided for women's issues and topics. The evaluation also determined the extent to which women were unfavorably stereotyped in their roles or occupations and images. The final analysis focused on the use of sex-biased language.
520 $a The study concluded that social studies and history texts used in Botswana were overwhelmingly sex-biased against women. Women were excluded in textbook development and content. The focus on male defined histories systematically excluded women from historical documentation and presentation. Women were invisible in occupations outside the home but over represented in roles and occupations related to the home. Their images were very few and narrowly defined. The language used in texts was biased against women, this was especially true in history than social studies texts. Authors used language which excluded women from humanity and used terms that feminized non-human things and objects.
520 $a Based on the results of this study it was apparent that more women should be included in the development and writing of textbooks. There was also a need for more textual and pictorial content on women as well as the need for the elimination of gender stereotypes and sexist language in textbooks. Recommendations and guidelines were developed to assist those concerned enough to act on the issue of sexism in school textbooks. Recommendations were mainly directed to authors or publishers, the Ministry of Education, school administrators, teachers, parent and women organizations. The guidelines and recommendations presented were designed as strategies for awareness raising and should be used as tools for empowering those who are shortchanged by gender stereotypes prevalent in our educational system, especially in school textbooks.
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