This paper examines the representation of gender relations in textbooks used to teach the English language in public secondary schools in Brunei. The country is currently ranked 95th in the World Economic Forum (WEF)’s 2020 Global Gender Gap Index among 153 countries analysed. This fact seems to suggest that there is a significant gender gap existing in the country. As textbooks used in schools are considered among the most potent tools for promoting gender in/equality, they deserve to be examined in detail. Using Content Analysis and Critical Discourse Analysis (CDA) as methods of analysis, this paper seeks to address the following questions: (i) in what ways and to what extent, is gender inequality manifested in textbooks used to teach the English language in Brunei and (ii) what are the implications and pedagogical measures which may be taken to address the persistence of gender inequality? The findings of the study show that the portrayal of gender relations in the textbook is fairly balanced, which is rather surprising considering the pervasive perception of conservatism and patriarchy in many Muslim societies, including Brunei. This suggests the need for a nuanced discussion of the nation’s social, cultural, economic, and political milieu in order to obtain a true picture of gender relations in the country.
Curaming, Rommel and Alkaff, Sharifah N. H.
Shattering or Supporting Stereotypes? Examining Gender In/equality in English Language Textbooks in Brunei.
Journal of International Women's Studies, 22(4), 167-190.
Available at: https://vc.bridgew.edu/jiws/vol22/iss4/12