Thakur Shyamnarayan College of Education and Research (TSCER)

B.Ed Programme
IC -1
Gender, School and Society
Assignment No. 1
Name of Student – Teacher – Hemangi Amey Gangnaik
Roll No. – 08
Semester – I
Batch – 2021-2023
Topic – Gender Analysis of Textbook & Suggestion for change.
Date of Submission – 12th April, 2022
Professor-In Charge - Mrs. Payal Batavia Ma’am.

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Acknowledgement
I would like to express my gratitude to our Professor In-Charge, Mrs. Payal Batavia Madam and
our Principal, Dr. Megha Gokhe Madam for giving me this opportunity to conduct gender
analysis of textbook and provide suggestions for change.
By doing this assignment, I learned how gender is viewed in the society and how it is
implemented in the textbooks which an important learning resource for all students in schools.
Also I would like to thank my college, Thakur Shyamnarayan College of Education and
Research (TSCER) for providing such a nice platform for learning.

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EVALUATION TOOL FOR TEXTBOOKS ANALYSIS FROM A GENDER PERSPECTIVE.
A. IDENTIFICATION DATA
1. Title of the Textbook – ENGLISH BALBHARATI
2. Class – 6th
3. Subject – English
4. Language – English
5. Authors/ Writing team
No. of Females – 7
No. of Males – 17
6. Editors
No. of Females – 5
No. of Males – 3
7. Month and Year of Publication – 2019 (Third Reprint)
8. Total No. of Pages – 104
9. Total No. of Lessons – 29
10. Publisher’s Full Address – Vivek Uttam Gosavi , Maharashtra State Bureau, Prabhadevi,
Mumbai – 400025
11. Cover Page
a. Description of Visuals - -
b. Description of Content – On the cover page, the word “BALBHARATI” is written, where gender
biasness is seen as Bharati is a girl’s name.

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 Back Page
a. Description of Visuals - -
b. Description of Content - -
12. Inside of Cover Page
a. Description of Visual - It is Gender Neutral, showing both a girl as well as a boy

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 b. Description of Content - -
Inside of Back Page
a. Description of Visual - -
b. Description of Content - -
13. Any other information - -
14. Suggestions – -

B. CONTENT AND VISUAL ANALYSIS

1. Lesson/Chapter/Unit – 4 units(voyage) with total 29 lessons.

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 2. Title/Theme –

Sr. Content Visuals Comments Suggestions Exercises/Projects/

No. Activities
1. Voyage
One
1.1.1 – The pronoun ‘she’ Gender stereotyping They connect with
1 Don’t is used specifically could have been lived realities.
Give Up in the poem avoided and instead of
showing gender ‘she’ pronoun, ‘they’
biasness. or ‘them’ could have
been used in the
poem.

In visuals, gender
stereotyping is seen, the
girls are dancing and
riding bicycle whereas
boys are playing chess,
long jump and

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 mallakhamb.
Total Girls -2, Total
Boys – 3.
1.2 – - Gender biasness is Gender inclusiveness Some activities are
Who’s the seen as only all could have been connected with lived
Greatest? male characters are shown by including realities whereas in one
mentioned. some female activity stories of only
Total Males – 3 characters as well in male characters were
the story. told to read to students
showing gender
biasness.
1.3 – - The 2 comments Gender inclusiveness It connects with lived
Autobiogr showing gender could have been realities.
aphy of a stereotyping are - i. included or atleast
Great My wife protects such sentences could
Indian the eggs from all have been avoided in
Bustard predators. the content.
ii. The chick learns
many good habits
from the mother.
1.4 – Total Girls – 5, Total - In visuals, equal It connects to lived
Children Boys – 4 numbers of girls and realities and promotes
are going boys could have been critical thinking.
to school. shown.
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1.5 – A In visuals, the gender Gender stereotyping In a kabbadi Gender stereotyping -i.
Kabbadi stereotyping is seen. is seen as only boys match,even girls for strong adjective
Match names are should have been boys name is
mentioned shown playing it and mentioned.
throughout the also observing the ii. a sentence is written
content. match. “she is slim and fit
even at the age of 50”.
Also Gender biasness
is seen – i. only
princess word is
mentioned.
ii. a school girl’s diary
is written.

1.6 – The - - - It develops imagination

Peacock and creative skills of
and the children.
Crane
1.7- - - - It encourages team

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 Param Vir spirit and cooperation
Chakra : among students.
Our
Heroes
2. Voyage
Two
2.1-The - The clothesline is It could have been It encourages team
Clotheslin compared to a represented by “they” spirit and imagination
e female gender word instead. among students.
“she”, depicting
gender biasness.
2.2- The - Gender Neutral  It promotes
Worth of visuals could have critical thinking
a Fabric been depicted by and problem
showing equal solving skills in
numbers of male and students.
female.  It promotes
imagination and
creativity among
children.
 It also encourages
team spirit and
cooperation
among students.
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 Gender Biasness is seen,
Total Male – 3, Total
Female – 1
2.3 – A The title “I am The title “Rhyme In visuals, both girl It promotes critical
Wall confused. Please help!” and Rhythm” has a and boy picture could thinking and
Magazine depicts a picture of girl poem named “ The have been included. imagination among
for your only showing gender Little Rose Tree” in In content, “they” students.
Class! biasness. that the gardener is pronoun could have
depicted as a male been used instead of
with “he” pronoun “he”.
showing gender
stereotyping.

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2.4 – - - - -
Anak
Krakatoa
2.5 – The - “ There’s a man Instead of the word It promotes creativity
Silver who lives in the ‘man’, the word among students.
House silver house , In a ‘human’ could have
lonely sort of way” been used.
this verse of the
poem shows gender
biasness.
2.6 – Ad 1.In visual one, Gender - 1.In visual one, Equal It promotes creativity
‘wise’ stereotyping is seen as, number of boys and and critical thinking.
Customer girls are at home or girls could have been
s surrounding by greenery shown with gender
whereas boys are shown inclusiveness.
in playground. Total 2.In visual two, both
girls – 5, Total Boys – 3. gender pictures could
have been included or
some other Ad could
have been used.

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2.In visual two, gender
stereotyping is seen as
girl is portrayed as
fairness cream model.

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2.7 - - The content says, “ Both the gender could  The exercise
Yonamine It was happy have been mentioned explore issues
and Bushi marriage. here doing the work related to gender.
Yonamine was kind of cleaning.  It discusses about
and loving; she gender equality.
cooked and cleaned  The exercise also
and kept the house
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 spick and span. This attempts to
shows gender question power
stereotyping. relations.
3. Voyage
Three
3.1 – It Gender biasness is - Both genders could It promotes team spirit
Can Be depicted in the visuals, have been included in and cooperation among
Done showing all male the visuals. students.
images.

3.2 – Gender stereotyping is The title itself is Some other title could -
Seven seen, showing male with gender biased. have been given like
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Sisters a sword and female with the “seven states”.
a basket. In visuals, the sword
and basket could have
been omitted.

3.3 – Total Female -3, Total - Equal number of male It promotes creativity
Stone Male – 2 and female could have and critical thinking.
Soup been included.

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3.4 – - - - It promotes critical
Sushruta thinking.
(A Peep
into the
Past)
3.5 - The - - - It promotes creativity
Donkey and critical thinking.
3.6 – The - - - It promotes critical
Merchant thinking.
of Venice
3.7 – At - - - It promotes critical
the thinking and
Science imagination.
Fair

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4. Voyage
Four
4.1 – - - - It promotes creativity,
Sleep, My team spirit and
Treasure coordination among
students.
4.2 – The - - - -
Story of
Gautama’
s Quest
4.3 – Mr Both genders could It promotes critical
Nobody have been included in thinking.
the visuals.

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 In visual, only a boy is
shown indicating gender
stereotyping.
4.4 - A - - - Gender biasness is seen
Mad Tea depicting only boys
Party image.

4.5 – If I In visual, only a boy is - Both genders could It promotes critical

can stop seen over the tree fixing have been shown in thinking.
one heart the nest of a bird. the visual.
from
breaking
…
4.6 – The - - - It promotes
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 Phantom imagination and critical
Tollbooth thinking.
(A Book
Review)
4.7 – The - - - It promotes critical
Sword in thinking.
the Stone
4.8 – An - - - -
Autumn
Greeting

C. TOTAL NUMBER OF CHARACTERS IN CONTENT AND VISUALS.

Male – 20
Female – 17

D. EXERCISES/PROJECTS/ACTIVITIES
The most of the exercises/projects/activities after the content, promoted following values among
students –
i. critical thinking
ii. problem solving skills
iii. imagination skills

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 iv. connected with their lived realities
v. developed team spirit and cooperation among students.
vi. developed creativity.
In one chapter as mentioned in above table, discussion on gender issues and power relations is done.

E. OVERALL EVALUATION OF THE TEXTBOOKS RELATED TO CONTENT AND VISUAL

PORTRAYAL.

From gender perspective, I evaluated the English textbook of 6th std, SSC board in which in some
content and visuals there was gender biasness, gender stereotyping and gender inequality depicted.
Some content and visuals also depicted gender inclusiveness or gender neutrality.
Overall, all such contents and visuals can be rectified by better visuals and content excluding the
gender biasness, gender stereotyping and gender inequality.
It is necessary to do, as the future generations should develop gender equality values in them and
change the thinking of society.

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