The 'firstness' of male as automatic ordering: Gendered discourse in Southern African Business Studies school textbooks.

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dc.contributor.author Pillay, P.
dc.contributor.author Maistry, S.
dc.date.accessioned 2021-09-07T08:17:02Z
dc.date.available 2021-09-07T08:17:02Z
dc.date.issued 2018
dc.identifier.citation Pillay, P., & Maistry, S. (2018). The 'firstness' of male as automatic ordering: Gendered discourse in Southern African Business Studies school textbooks. Journal for Transdisciplinary Research in Southern Africa, 14(2), pp. 1 - 9. en_ZA
dc.identifier.issn 2415-2005
dc.identifier.uri https://hdl.handle.net/10539/31554
dc.description.abstract There is little contention that gender equity continues to be a challenge in many societies across the Southern African region. Dominant discourses that perpetuate inequality are often reflected in school materials such as textbooks, which have the potential to socialise girls and boys into particular gender performances. The aim of the study being reported on was to examine representations of gender in a sample of Business Studies school textbooks. The textbooks were selected from four Southern African countries: Swaziland, Lesotho, Zimbabwe and South Africa. The study employed a sociolinguistic analytical framework, namely critical discourse analysis and was guided by the tenets of feminist poststructuralism in the analysis of this phenomenon. The findings of the study reveal superficial content changes in the texts under study. Gendered ideologies continue to prevail in a remarkably overt fashion. One key finding was at a semantic level, namely the mention of the male pronoun first in sentences and conversation and not the female pronoun, having the likely effect of endorsing the principle of the ‘firstness’ and superiority of the masculine. In the order of two words paired for sex such as ‘Mr and Mrs’, ‘brother and sister’ and ‘husband and wife’, the masculine word came first. This automatic ordering is likely to reinforce the second-place status of women. The article concludes with a discussion on the implications of these findings for pedagogy and the textbook publishing industry. The findings also have the potential to ignite debate, as it relates to re-imagining the programmatic curriculum (school textbooks) as a contested genre. en_ZA
dc.publisher en_ZA
dc.rights © 2018 Suriamurthee Maistry, Preya Pillay | This work is licensed under CC Attribution 4.0 en_ZA
dc.subject Textbooks en_ZA
dc.subject Ideology en_ZA
dc.subject Critical discourse analysis en_ZA
dc.subject Business studies en_ZA
dc.title The 'firstness' of male as automatic ordering: Gendered discourse in Southern African Business Studies school textbooks. en_ZA
dc.type Article en_ZA
dc.journal.volume 14 en_ZA
dc.journal.title Journal for Transdisciplinary Research in Southern Africa. en_ZA
dc.description.librarian MM2021 en_ZA
dc.journal.link https://doi.org/10.4102/td.v14i2.484 en_ZA
dc.journal.issue 2 en_ZA
dc.article.start-page 1 en_ZA
dc.article.end-page 9 en_ZA
dc.faculty Faculty of Humanities en_ZA
dc.school Wits School of Education en_ZA


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