지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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I am focusing on analyzing women"s political contributions in textbook illustration. Even though women"s social status and educational environment has improved, it is still unsatisfactory, especially in a field like public service or other elite groups. There are many reasons which have a negative effect on more women"s participation in political action, such as the perceived notion of sex that has been embedded in our society. Especially, as recent analysis has proved, the textbook in our education system is the main factor of all. However, the issues like sexual role-play or discrimination are so extremely critical that they are usually under the surface. For this reason, I will only examine textbook illustrations, which depict political activity that is potentially influential to students. Moreover, I will concentrate on gender issues in these illustrations and how they differentiate gender roles in politics.
First of all, statistics show that approximately 5% of illustrations make clear gender distinctions in textbook publications. Secondly, women make up 25.8% and men make up 74.2% in all political illustrations depicting gender. Thirdly, having studying four textbooks, they all portray similar percentages. There are far more images of men than women politicians like presidents, congressmen, senators, and judges. In fact, there are eight times more men. Also, even in illustrations that describe presidential or congressional candidates, most images are male. This is sixteen times higher than the number of images of women. When we look at the participation in this Interest group, illustrations show images of men in all four textbooks, but there isn"t much difference in the images of members of this group, which appear to have 1.8 more image of men than women. Fourth, in social organization, even though men appear about three times more than women in a leader"s group, there is less of a gab in the member"s group whose images of women comprise 46.2% of the genders. In addition, the images of the members of the election campaign show that 64.3% are male and 35.7% are female. On the other hand, illustrations of the actual voting process show images of women comprise 53.3% of the participants. Finally, there are only four illustrations that depict violent demonstrations in all four textbooks and no images of women in them.
Three important points can be made:
First, seeing more images of men"s active political participation might give students a biased impression that politics is more for men than women. Therefore, it is necessary to add more illustrations that represent women"s political activity.
Secondly, it seems that there are more images of women at the election itself and in member groups in social organization. This might convey negative images of women as passive. For this reason, related illustrations need to be corrected.
Thirdly, illustrations in all four textbooks clearly show that women have a lower status and are passive participants in politics. The concern here is that this will potentially create invisible discrimination towards women in student minds. Therefore, illustrations that contain inadequate contexts regarding this issue should be immediately omitted and fixed.
First of all, statistics show that approximately 5% of illustrations make clear gender distinctions in textbook publications. Secondly, women make up 25.8% and men make up 74.2% in all political illustrations depicting gender. Thirdly, having studying four textbooks, they all portray similar percentages. There are far more images of men than women politicians like presidents, congressmen, senators, and judges. In fact, there are eight times more men. Also, even in illustrations that describe presidential or congressional candidates, most images are male. This is sixteen times higher than the number of images of women. When we look at the participation in this Interest group, illustrations show images of men in all four textbooks, but there isn"t much difference in the images of members of this group, which appear to have 1.8 more image of men than women. Fourth, in social organization, even though men appear about three times more than women in a leader"s group, there is less of a gab in the member"s group whose images of women comprise 46.2% of the genders. In addition, the images of the members of the election campaign show that 64.3% are male and 35.7% are female. On the other hand, illustrations of the actual voting process show images of women comprise 53.3% of the participants. Finally, there are only four illustrations that depict violent demonstrations in all four textbooks and no images of women in them.
Three important points can be made:
First, seeing more images of men"s active political participation might give students a biased impression that politics is more for men than women. Therefore, it is necessary to add more illustrations that represent women"s political activity.
Secondly, it seems that there are more images of women at the election itself and in member groups in social organization. This might convey negative images of women as passive. For this reason, related illustrations need to be corrected.
Thirdly, illustrations in all four textbooks clearly show that women have a lower status and are passive participants in politics. The concern here is that this will potentially create invisible discrimination towards women in student minds. Therefore, illustrations that contain inadequate contexts regarding this issue should be immediately omitted and fixed.
목차
Ⅰ. 서언
Ⅱ. 이론적 배경 및 선행연구 고찰
Ⅲ. 정치교과서 분석 틀과 분석 방법
Ⅳ. 정치교과서 분석의 주요 결과 및 논의
Ⅴ. 결론 및 제언
참고문헌
ABSTRACT
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UCI(KEPA) : I410-ECN-0101-2014-337-000732860