那不是我的性别!马来西亚小学ESL课堂教学中西方儿童文学作品中的性别刻板印象

IF 2.1 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Hai Nin Yeoh, Huey Fen Cheong
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引用次数: 0

摘要

本研究旨在分析马来西亚儿童文学(短篇小说)教学中的性别刻板印象。这种多模态话语分析研究了男性和女性角色的语言和视觉表现,重点关注西方作家、非马来西亚故事背景和马来西亚读者之间的文化交集。尽管西方社会在性别方面有进步,但研究结果表明,这些短篇小说以男孩为主角,强化了传统的性别刻板印象。男性角色通常与情感/精神状态、智力/教育、能力和人格特征相关的形容词,以及与身体和精神活动有关的动词,以及指示性交流。相反,女性角色通常与外表相关的形容词以及与安静活动和情感交流相关的动词联系在一起。传统的男性/女性角色倾向于被二元强化:冒险-家庭,主动-被动,户外-室内。本研究强调儿童文学中的性别刻板印象,以及西方作者在制作英语教材过程中对非西方人的传统文化刻板印象。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
That's Not My Gender!: Gender stereotyping in western-authored children’s literature taught in Malaysian primary ESL classrooms
This study aims to analyse gender stereotyping in children’s literature (short stories) taught in Malaysian classrooms. This multimodal discourse analysis examines verbal and visual representations of male and female characters, focusing on cultural intersections among Western authors, non-Malaysian story settings, and Malaysian readers. Despite the West’s progressive gender practices, findings show that the short stories centre around boy protagonists and reinforce traditional gender stereotypes. Male characters are often associated with adjectives about emotionality/state of mind, intellect/education, abilities, and personality traits, alongside verbs about physical and mental activities, as well as directive communication. Conversely, female characters are often associated with adjectives about physical appearance, and verbs about quiet activities and emotive communication. The traditional masculine/feminine roles tend to be reinforced in binaries: adventurous-domestic, active-passive, and outdoor-indoor. This study highlights gender stereotyping in children's literature and Western authors' cultural stereotyping of non-Western people as traditional in the process of producing ELT materials.
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来源期刊
CiteScore
2.80
自引率
12.50%
发文量
87
期刊介绍: Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.
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