Representations of gender in learning materials convey an implicit message to students about attitudes towards culturally appropriate gender roles for women and men. This collection takes a linguistic approach to exploring theories about gender representation within the sphere of education and textbooks, and their effects on readers and students within an international context. In the opening section, contributors discuss theories of representation and effect, challenging the conventional Althusserian model of interpellation, and acknowledging the challenges of applying Western feminist models within an international context. Following chapters provide detailed analyses focusing on a number of different countries: Australia, Japan, Brazil, Finland, Russia, Hong Kong, Nigeria, Germany, Qatar, Tanzania, and Poland. Through linguistic analysis of vocabulary associated with women and men, content analysis of what women and men say in textbooks, and discourse analysis of the types of linguistic moves associated with women and men, contributors evaluate the extent to which gendered representations in textbooks perpetuate stereotypical gender roles, what the impact may be on learners, and the ways that both teachers and learners interact and engage with these texts.

Representations of gender in learning materials convey an implicit message to students about attitudes towards culturally appropriate gender roles for women and men. This collection takes a linguistic approach to exploring theories about gender representation within the sphere of education and textbooks, and their effects on readers and students within an international context. In the opening section, contributors discuss theories of representation and effect, challenging the conventional Althusserian model of interpellation, and acknowledging the challenges of applying Western feminist models within an international context. Following chapters provide detailed analyses focusing on a number of different countries: Australia, Japan, Brazil, Finland, Russia, Hong Kong, Nigeria, Germany, Qatar, Tanzania, and Poland. Through linguistic analysis of vocabulary associated with women and men, content analysis of what women and men say in textbooks, and discourse analysis of the types of linguistic moves associated with women and men, contributors evaluate the extent to which gendered representations in textbooks perpetuate stereotypical gender roles, what the impact may be on learners, and the ways that both teachers and learners interact and engage with these texts.

This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.

Initiated by the Culture Sector of UNESCO, the report draws together existing research, policies, case studies and statistics on gender equality and women's empowerment in culture provided by the UN Special Rapporteur in the field of cultural rights, government representatives, international research groups and think-tanks, academia, artists and heritage professionals. It includes recommendations for governments, decision-makers and the international community, within the fields of creativity and heritage. Annex contains essay 'Gender and culture: the statistical perspective' by Lydia Deloumeaux.

This book investigates the intersections between education, social justice, gendered violence and human rights in South African schools and universities. The rich and multifarious tapestry of scholarship and literature emanating from South African classrooms provides a fascinating lens through which we can understand the complex consequences of the economies of education, social justice imperatives, gendered violence in the lives of women and children, and marginalised communities. The scholarship in the book challenges readers to imagine alternative futures predicated on the transformational capacity of a democratic South Africa. Contributors to this volume examine the many ways in which social justice and gendered violence mirror, express, project, and articulate the larger phenomenon of human rights violations in Africa and how, in turn, the discourse of human rights informs the ways in which we articulate, interrogate, conceptualise, enact and interpret quality education. The book also wrestles with the linguistic contradictions and ambiguities in the articulation of quality education in public and private spaces. This book is essential reading for scholars seeking a solid grounding in exploring quality education, the instances of epistemic disobedience, the political implications of place and power, and human rights in theory and practice.