Constructing Gender Identities: A Feminist Critical Discourse Analysis of English Textbooks in Ekiti State Public Primary Schools

Abstract

This study examines the construction of gender identities in English textbooks used in primary schools in Ekiti State, Nigeria, through the lens of Feminist Critical Discourse Analysis (FCDA) and transitivity in Systemic Functional Linguistics. The research investigates how language and textual representations in these textbooks perpetuate or challenge traditional gender roles, particularly the portrayal of men as active decision-makers and women as passive followers. The study reveals patterns of gendered power dynamics embedded in the textbooks. Findings indicate a persistent reinforcement of patriarchal norms, with men predominantly depicted as authoritative, economically active, and decision-making figures, while women are often relegated to subordinate, domestic, or supportive roles. These representations not only reflect but also perpetuate societal gender inequalities, shaping young learners' perceptions of gender roles. The study underscores the urgent need for curriculum reform to promote more equitable and inclusive representations of gender in educational materials. This research highlights the critical role of language in shaping social realities and calls for a conscious effort to disrupt traditional gender ideologies in educational discourse.