TY - JOUR
T1 - ‘The fearful khan and the delightful beauties’
T2 - The construction of gender in secondary school textbooks in Kazakhstan
AU - Durrani, Naureen
AU - CohenMiller, Anna
AU - Kataeva, Zumrad
AU - Bekzhanova, Zhazira
AU - Seitkhadyrova, Assem
AU - Badanova, Aisulu
N1 - Funding Information:
We are thankful to Professor M?ir?ad Dunne and Dr Barbara Crossouard, University of Sussex, for offering constructive feedback on an earlier draft of this paper and our anonymous reviewer(s) for their insightful feedback. The authors are grateful to Atamura, Express Publishing and Mektep for their permission to reuse images analysed in the paper. This paper is linked to the 'Gender and schooling in Kazakhstan: A mixed methods study' project funded by Nazarbayev University, Kazakhstan under Faculty Development Competitive Research Grants Program (No. 110119FD4522).
Funding Information:
We are thankful to Professor Máiréad Dunne and Dr Barbara Crossouard, University of Sussex, for offering constructive feedback on an earlier draft of this paper and our anonymous reviewer(s) for their insightful feedback. The authors are grateful to Atamura, Express Publishing and Mektep for their permission to reuse images analysed in the paper. This paper is linked to the 'Gender and schooling in Kazakhstan: A mixed methods study' project funded by Nazarbayev University, Kazakhstan under Faculty Development Competitive Research Grants Program (No. 110119FD4522 ).
Publisher Copyright:
© 2021 The Authors
PY - 2022/1
Y1 - 2022/1
N2 - This paper analyses how secondary school textbooks enact gender in post-Soviet Kazakhstan. As a ‘gender paradox’, with universal literacy and yet a higher representation of women at the tertiary level co-existing with multi-sectoral gaps at the expense of women, Kazakhstan offers an interesting context to empirically investigate the taken for granted relationship between education, gender equality and sustainable development. Poststructuralist discursive analysis is complemented with non-discursive methods to illuminate how textbooks entrench gender power relations, construct dominant masculinities and enact emphasised femininities, producing gender hierarchies and naturalising gendered national belonging. Possibilities for transforming gender relations in and through education are discussed.
AB - This paper analyses how secondary school textbooks enact gender in post-Soviet Kazakhstan. As a ‘gender paradox’, with universal literacy and yet a higher representation of women at the tertiary level co-existing with multi-sectoral gaps at the expense of women, Kazakhstan offers an interesting context to empirically investigate the taken for granted relationship between education, gender equality and sustainable development. Poststructuralist discursive analysis is complemented with non-discursive methods to illuminate how textbooks entrench gender power relations, construct dominant masculinities and enact emphasised femininities, producing gender hierarchies and naturalising gendered national belonging. Possibilities for transforming gender relations in and through education are discussed.
KW - Femininities
KW - Gender
KW - Kazakhstan
KW - Masculinities
KW - Textbooks
UR - http://www.scopus.com/inward/record.url?scp=85119382837&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85119382837&partnerID=8YFLogxK
U2 - 10.1016/j.ijedudev.2021.102508
DO - 10.1016/j.ijedudev.2021.102508
M3 - Article
AN - SCOPUS:85119382837
SN - 0738-0593
VL - 88
JO - International Journal of Educational Development
JF - International Journal of Educational Development
M1 - 102508
ER -