Complex characters of many kinds? : Gendered representation of inner states in reading anthologies for Czech primary schools

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F22%3A10447813" target="_blank" >RIV/00216208:11210/22:10447813 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=jgVQLcYDgv" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=jgVQLcYDgv</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21248/l1esll.2022.22.1.406" target="_blank" >10.21248/l1esll.2022.22.1.406</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Complex characters of many kinds? : Gendered representation of inner states in reading anthologies for Czech primary schools

Popis výsledku v původním jazyce

L1 literacy instruction in Czechia largely relies on reading anthologies, i.e., textbooks containing short excerpts of literary texts from the 19th to 21st century. Focusing on current Year 3 anthologies (N = 13), wehave developed a simple, scalable and transferable analytical procedure examining what types of characters (male, female, animal, other) are represented in the narratives included (N = 530), what experiencedimensions (cognition, emotions, bodily engagement) these characters are attributed, and on what levelsof complexity. We found that female characters overall are strongly underrepresented in the anthologies,including excerpts from the most recent children&apos;s literature which is predominantly authored by women.Further, female characters show lower complexity than male characters in emotions, bodily engagement,and especially cognition. In a concluding case study of one particular text, we demonstrate how evenexcerpts with relatively complex characters of both genders may tend to perpetuate deeper imbalances.Our approach provides an experientially nuanced alternative to traditional content analysis yet its morebasic steps remain easy to use for practitioners in selecting literary texts for teaching. It can be applied inresearch anywhere but also in designing classroom activities exploring diversity in stories, whether thefocus is gender, ethnicity, or other.

Název v anglickém jazyce

Complex characters of many kinds? : Gendered representation of inner states in reading anthologies for Czech primary schools

Popis výsledku anglicky

L1 literacy instruction in Czechia largely relies on reading anthologies, i.e., textbooks containing short excerpts of literary texts from the 19th to 21st century. Focusing on current Year 3 anthologies (N = 13), wehave developed a simple, scalable and transferable analytical procedure examining what types of characters (male, female, animal, other) are represented in the narratives included (N = 530), what experiencedimensions (cognition, emotions, bodily engagement) these characters are attributed, and on what levelsof complexity. We found that female characters overall are strongly underrepresented in the anthologies,including excerpts from the most recent children&apos;s literature which is predominantly authored by women.Further, female characters show lower complexity than male characters in emotions, bodily engagement,and especially cognition. In a concluding case study of one particular text, we demonstrate how evenexcerpts with relatively complex characters of both genders may tend to perpetuate deeper imbalances.Our approach provides an experientially nuanced alternative to traditional content analysis yet its morebasic steps remain easy to use for practitioners in selecting literary texts for teaching. It can be applied inresearch anywhere but also in designing classroom activities exploring diversity in stories, whether thefocus is gender, ethnicity, or other.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

L1-Educational Studies in Language and Literature

ISSN

1567-6617

e-ISSN

1573-1731

Svazek periodika

22

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

24

Strana od-do

1-24

Kód UT WoS článku

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EID výsledku v databázi Scopus

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