Feminist Lens on Educational Content: Analyzing "Sughar Zaal" in Sixth Grade Sindhi Textbook

https://doi.org/10.5281/zenodo.17178550

Abstract

Curriculum in the native languages narrates the societal outlook and reflects the cultural norms about the gender and its role prevalent in the community. This study critically examined the lesson "Sughar Zaal" from the Grade six Sindhi language textbook by the Sindh Textbook Board. By applying Walby's patriarchy framework integrated with Fairclough’s framework, this study explored how these roles are perpetuated through the content, highlighting how societal structures shape students' perceptions of gender. For this purpose, qualitative case study was undertaken, and the text was analyzed using content analysis by Critical discourse analysis (CDA). The analysis revealed that the portrayal of women in the lesson predominantly reinforces traditional gender roles, positioning women primarily as caretakers and homemakers. The findings suggested that such representations contribute to the reinforcement of gender stereotypes, influencing students’ understanding of women’s capabilities and place in society. The study advocates for a revision of textbooks to align with more progressive and equitable representations of gender, emphasizing the need for educational content that challenges traditional norms. This research contributes to the growing body of literature on gender bias in educational materials and calls for further studies into the impact of textbook content on students’ gender perceptions.

Keywords: Patriarchy, Gender Roles, Sughar Zaal, Sindhi