Analyzing Curriculum Materials from a Gender Perspective: Grade Eight English Textbook of Ethiopia in Focus

The purpose of this study was to examine the place of some gender issues in curriculum  materials of Ethiopia. To achieve this purpose, a qualitative content analysis was made on the  country’s Grade Eight English textbook. The analysis was conducted on two interrelated categories:  nature of narrations and sensitivity of illustrations. In doing so, a nine-stage content analysis model,  developed by Frankel and Wallen (2006), was employed. The analysis revealed that in all of the  evaluation criteria, the textbook was gender-biased favoring the male gender. For instance, most of  the passages and stories presented in the textbook were narrating the fame, contributions, and  achievements of the masculine gender. The study also revealed that the great majority of the role  models in the textbook under consideration were representing the male gender. Besides, most of the  illustrations presented in the textbook were male-dominated that convey unequal power  relationships between the two genders. Overall, from the findings of the present analysis, it was  understood that some gender issues that need to be considered while writing a language textbook  were not adequately addressed. Finally, the implications of these findings for future research and  policy initiatives are briefly indicated.