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(De)constructing gender: Student per...

Foulds, Kimberly Elizabeth.

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(De)constructing gender: Student perceptions of social studies textbooks in Kenyan primary schools.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	(De)constructing gender: Student perceptions of social studies textbooks in Kenyan primary schools./
Author:	Foulds, Kimberly Elizabeth.
Description:	216 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
Contained By:	Dissertation Abstracts International71-12A.
Subject:	Education, Social Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3431823
ISBN:	9781124321523

(De)constructing gender: Student perceptions of social studies textbooks in Kenyan primary schools.
Foulds, Kimberly Elizabeth.

(De)constructing gender: Student perceptions of social studies textbooks in Kenyan primary schools. - 216 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .

Thesis (Ph.D.)--University of California, Los Angeles, 2010.

The international community's demand for gender equality in education predicates itself on a monolithic construction of gender. To meet these demands, the Kenyan Ministry of Education has revised their national curriculum and textbook evaluation system to ensure that publishers are creating textbooks that address gender responsiveness. This study will explore the effectiveness of this new system by gathering primary school students' perceptions of representations in gender in their social studies textbooks to determine if the gender sensitive agenda is congruent or dissonant with students' realities. Using a combination of feminist, critical, and cultural reproduction theories, I utilize textual analysis and standpoint theory in analyzing 250 primary school student interviews at four schools in Kitale, Kenya. Findings from this project demonstrate that the contradictions in the textbooks' gendered representations send a multitude of mixed messages to students. When the message intends to promote an agenda of gender equality, as it is understood through its Western framework, it does not relate to students' lives and students use their life experiences to explain unfamiliar scenes. This project suggests broadening the discourse using feminist standpoint theory to focus on the experiences of students to promote culturally relevant curricula. This study shows that by using standpoint, a culturally relevant curriculum that also challenges students' understandings of gender and gender relations is possible.

ISBN: 9781124321523Subjects--Topical Terms:

1019148
Education, Social Sciences.

(De)constructing gender: Student perceptions of social studies textbooks in Kenyan primary schools.
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100 1 $a Foulds, Kimberly Elizabeth. $3 1672041
245 1 0 $a (De)constructing gender: Student perceptions of social studies textbooks in Kenyan primary schools.
300 $a 216 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
500 $a Adviser: Edith Omwami.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2010.
520 $a The international community's demand for gender equality in education predicates itself on a monolithic construction of gender. To meet these demands, the Kenyan Ministry of Education has revised their national curriculum and textbook evaluation system to ensure that publishers are creating textbooks that address gender responsiveness. This study will explore the effectiveness of this new system by gathering primary school students' perceptions of representations in gender in their social studies textbooks to determine if the gender sensitive agenda is congruent or dissonant with students' realities. Using a combination of feminist, critical, and cultural reproduction theories, I utilize textual analysis and standpoint theory in analyzing 250 primary school student interviews at four schools in Kitale, Kenya. Findings from this project demonstrate that the contradictions in the textbooks' gendered representations send a multitude of mixed messages to students. When the message intends to promote an agenda of gender equality, as it is understood through its Western framework, it does not relate to students' lives and students use their life experiences to explain unfamiliar scenes. This project suggests broadening the discourse using feminist standpoint theory to focus on the experiences of students to promote culturally relevant curricula. This study shows that by using standpoint, a culturally relevant curriculum that also challenges students' understandings of gender and gender relations is possible.
590 $a School code: 0031.
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Sub Saharan Africa Studies. $3 1669962
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Gender Studies. $3 898693
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710 2 $a University of California, Los Angeles. $3 626622
773 0 $t Dissertation Abstracts International $g 71-12A.
790 1 0 $a Omwami, Edith, $e advisor
790 $a 0031
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3431823