Gender Stereotypes in Moroccan EFL Textbooks’ Illustrations: Content and Critical Image Analysis

Abstract

Textbooks have always been influential in transmitting knowledge and values in modern education systems. However, they may transmit various gender-based stereotyped roles that could negatively affect learners in shaping their worldview. Accordingly, this study investigates gender stereotypes in the visual discourse of one English as a Foreign Language (EFL) textbook currently used in Moroccan secondary schools. It does so by looking at male/female appearance in the textbook illustrations. It also considers gender differences in occupations and roles. Moreover, the study employs a qualitative critical image analysis to selected images based on Giaschi’s (2000) model analysis. To this end, the research comprises quantitative content analysis and qualitative critical image analysis. The findings show less visibility of female characters in illustrations, ascribing them to gender-based traditional occupations and subordinate roles. Besides, the qualitative critical image analysis reveals that women still suffer from misrepresentation by depicting them as dependent, submissive, and needing help. The study contains, in the end, recommendations for promoting gender equality through textbooks in Morocco.