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- W4386803516 abstract "The present chapter aims at analysing the construction of identities and the representations of gender in the English language teaching (ELT) curriculum discourses in the Moroccan context. It examines the ELT discursive portrayal of women and evaluates to what extent these textbook narratives have been successful in (de) legitimising the traditional stereotypes that have been associated with gender in Muslim communities. The study aims to (a) give a new understanding of the localising of the global ELT profession in relation to gender identity, and (b) to address the methodological tools used to analyse the representation of women in the Moroccan ELT Textbooks. The analysis of ELT materials intends to deconstruct gender ideologies entrenched in K-12 textbook content. Power dynamics defining Moroccan culture include religion and identity politics (gender, social class, ethnicity, language, etc.). The findings revealed that textbooks indicate instances of gender-biased representation concerning visibility, occupations, and appearance. The chapter makes recommendations for circumventing gender inequalities in forthcoming Moroccan ELT textbooks." @default.
- W4386803516 created "2023-09-17" @default.
- W4386803516 creator A5092888709 @default.
- W4386803516 date "2023-01-01" @default.
- W4386803516 modified "2023-09-27" @default.
- W4386803516 title "Gender and Visual Representation in Moroccan ELT Textbook Discourse" @default.
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- W4386803516 doi "https://doi.org/10.1007/978-3-031-34702-3_18" @default.
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