Tale of textbooks: A critical discourse analysis of gender representation in Pakistani elementary English language textbooks

Textbooks can play a formative role in shaping young students' perceptions of societal norms, including gender roles, as they serve as a primary source of knowledge and cultural values. Existing literature on Pakistani textbooks has focused mainly on middle and secondary levels, leaving the elementary context underexplored, specifically after curriculum reforms in 2020. We addressed that gap by applying Fairclough’s Critical Discourse Analysis to recently reformed English language textbooks for grades 1–5, published by the Sindh Textbook Board, Pakistan. Our analysis of textual and visual content reveals a consistent pattern of gender bias: males dominate authoritative and professional roles, while females remain relegated to domestic and subordinate roles. By highlighting this disparity at the elementary level, our findings underscore the need for more balanced representations in textbooks to promote gender equality and inclusivity from an early age.