Critical Discourse Analysis of Gender Construction on Islamic History Content in the Islamic Religious Education Textbook for Junior High School

Mochammad Jiva Agung Wicaksono, N. Nurmila, B. Arifin, Karman Karman
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引用次数: 0

Abstract

Schools are one of the most effective places to make humans free from all forms of oppression. Unfortunately, the textbooks used in schools contain a lot of gender inequality. This study aims to understand how the content of Islamic History in the Islamic Education textbook constructs gender which has implications for gender-based injustice. This study uses a qualitative approach with the method of critical discourse analysis by Norman Fairclough’s model. The primary data source used was all Islamic Education subject matters contained on the Islamic Education textbook at the Middle School level published by the Ministry of Education and Culture. The data collection technique used is the documentation technique with an in-depth reading mechanism. The findings reveal that there are four gender constructs contained in the Islamic History content, namely: (1) applying the patriarchal culture, (2) placing men as the main character, (3) prioritizing men existence and his roles, and (4) marginalizing the existence and role of women.
初中伊斯兰宗教教育教科书伊斯兰历史内容性别建构的批判话语分析
学校是使人类摆脱各种形式的压迫的最有效的场所之一。不幸的是,学校使用的教科书包含了很多性别不平等的内容。本研究旨在了解伊斯兰教育教科书中的伊斯兰历史内容如何建构性别,这对基于性别的不公正具有影响。本研究采用费尔克劳模型的批评话语分析方法,采用定性研究方法。所使用的主要数据来源是教育和文化部出版的伊斯兰教育初中一级教科书中所载的所有伊斯兰教育科目。使用的数据收集技术是具有深度阅读机制的文档技术。研究发现,伊斯兰历史内容包含四种性别建构,即:(1)男权文化的应用;(2)男性为主体;(3)男性存在及其角色的优先考虑;(4)女性存在和角色的边缘化。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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