IDENTITY, OTHERIZATION AND REPRESENTATION OF GENDER IN THE VISUALS OF OXFORD ESL TEXTBOOKS AT MIDDLE LEVEL

Abstract

School textbooks are considered as an important source for transmitting the ideologies based on gender roles and these roles are highly embedded in our society. This has challenged the sociopolitical identities of females. (Mirza, 2006). The study aims to explore the gender identity, otherization and representation in the visuals of Oxford ESL Textbooks at middle level. The data is taken from the Oxford Modern English, ESL textbooks at Middle level. The theoretical framework is based on the model of Intercultural communication by Acton & Holliday (2004). It categorizes the themes into i.e. theme of identity, theme of otherization and representation. The analysis has proved the operational hypothesis that the school textbooks are responsible to identify the marks of gender equity and equality. Moreover, the argument is supported through a rationale as it is generally believed that school textbooks are developing the concepts of gender roles and identities amongst the students and teachers. The study has many future implications as it is going to highlight the roles and transformations of roles with reference to gender in Oxford ESL textbooks.