Conclusion
In this chapter, the focus was laid on the explanation of the
theoretical background underlying the choice of techniques proper to collection
and analysis of data. The issues related to the quantitative/qualitative
debate, triangulation, as well as the arguments with regard to the use of
content analysis and questionnaire methods were reviewed.
This chapter contained also a detailed clarification of the
methodology of the present study in terms of the methods used (the content
analysis and the questionnaire), the participants, data collection, and
handling.
The issue of «globality» in global coursebooks was
explored using content analysis and the questionnaire method in relation to
three principles claimed to be essential features of the global coursebook;
that is preserving inclusivity, avoiding inappropriacy (Gray, 2002), and
investing in connectedness (Tomlinson, 1998; Chang, 2003). Features of these
principles were gathered with reference to some of the components of the above
mentioned principles. In the following chapter, the results of the analysis of
the content of H/I will be presented and discussed. After that, these
will be examined against the results obtained from the questionnaire
analysis.
Chapter Four: Discussion of findings of content analysis
4.0. Introduction
The general aim of this study is to explore the principles of
«globality» in H/I as an example of global coursebooks. For this
purpose, two research questions have been asked:
1. To what extent is Headway Intermediate (Soars &
Soars, 2003) global?
2. What are the perceptions of the learners as to the global
aspects of H/I as a global coursebook?
One of the most important components of this research paper is
representation, which is highly important for the investigation of
«globality» in global textbooks. In this chapter, the findings of the
content analysis will be presented such as clear and hidden implications of H/I
as a global ELT coursebook. This analysis will focus on the manifestations of
«globality», which is the primary concern of this study. This chapter
is divided into three sections dealing with inclusivity in representation,
cultural appropriacy, and global connectedness.
4.1. The limits of inclusivity in
representation:
As stated in the introduction, this section encompasses two
sub-sections presenting the results of the content analysis focusing on cases
of gender and racial balance in Headway Intermediate (Soars &
Soars, 2003).
4.1.1. On gender balance
In order to explore the way the writers of the coursebook
handled the image of women, the number of occurrence of men and women in the
coursebook were counted. While women were mentioned 128 times, men were
mentioned 149 times.
The study of the content analysis of H/I shows that the
writers were attentive to the frequency of mentioning women in a variety of
situations. Appendix B presents the number
of women in each unit and the related situations. The analysis
shows that women were depicted 128 times in all the units, as Figure 3
reveals.
Figure 3: Mention of women across units:
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Units
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Number of women
0
In terms of roles, the results indicate that women were
assigned diverse roles. In fact, they are shown to be present in various jobs
such as scientist (unit 1), cellist (unit 10), designer (unit 2), computer
expert (unit 3), waitress (unit 4), police officer (unit 6), secretary (units 7
and 11), flight attendant (unit 8), receptionist (unit 8), and boss (unit 11).
Additionally, they are represented doing entertainment activities such as
tourists (unit 2), sports practitioners (units 1 and 2), and dolls collector
(unit 10). Women are, also, depicted as family members such as mothers (11
times), wives (8 times), and grandmothers (twice).
However, while women are depicted 21 times in family roles,
they are depicted to occupy only six prestigious roles including three power
jobs. These were celebrity (unit 1), computer expert (unit 3), travel agency
owner (unit 5), veterinary (unit 9), and boss (unit 11).
The diversity characterising the representation of women was
not always positive, as the analysis shows. There were 11 instances of
stereotypical depiction of women. These are girlfriend, practicing aerobics,
jogging, and yoga (unit 2), talking (unit 3), waitress (unit 4), secretary
(units 7 and 11), receptionist and food provider (unit 8), and dolls collector
(unit 10). However, one may be consoled by the fact that these 11 instances of
misrepresentation are a small number compared to the 128 representations of
women.
Thus, the roles women were depicted to occupy were diverse and
numerous but stereotypical and reductionistic in some instance. This could be
interpreted as confirming the idea of Arikan (2005) about apparent inclusivity
and hidden imbalance but one needs to bear in mind that coursebook writers are
interested also in representing women in authentic situations. This interest
could explain the number of non-prestigious roles assigned to women in real
life. An illustration of this are the topics in which women were taking part,
which are characterised by variety, as they are evolving round jobs, tourism,
charity, marriage and marriage problems, entertainment, and world wonders.
Hence, it could be said that the analysis of the image of
women in H/I shows the writers attempt to depict women positively. However, the
problem lies in finding a working compromise between «appropriately»
and «authentically» representing women. Such a problem is the result
of writing for a global audience, which is a challenge for coursebook writers
viewing the diversity of what is «appropriate» and what is
«authentic» on the global level.
For gender comparison reasons, an exploration of the image of
men was carried out. As far as men are concerned, the analysis of the
coursebook shows that they are represented in a variety of situations. Appendix
C summarises the number of times men were mentioned in each unit as well as the
related roles and topics.
The analysis shows that men were represented 149 times in H/I.
Figure 4 focuses on the number of men in each unit.
Figure 4: Presence of men across units
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Units
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Number of men
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The analysis revealed that some roles and jobs were not
assigned to women in the coursebook such as astronaut (Unit 1), president (Unit
1), worrier (Unit 3), cook (Unit 6), boxer (Unit 7), thief (Unit 7), iron
worker (Unit 7), Nobel Prize winner (Unit 7), gambler (Unit 12), and drunk
(Unit 12). In turn, the topics related to men are similar to the ones assigned
for women except for some activities. These issues include drinking spiritual
beverages (Units 1, 2, 3, 4, 5, 8, 9, 10, 11, and 12), hand working (Unit 7),
assassination (Unit 7), and prison (Unit 7).
It is noticeable that the number of men exceeds that of women
but one needs to bear in mind that there are some roles women were not depicted
to be doing because they may distort their `good' representation such as
gambler, drunk, and thief. In contrast, there are
other high-status roles, including 8 power jobs, that women
were not depicted to be performing such as hurricane hunter, medal giver,
lawyer, job interviewer, astronaut, boxer, iron worker, Nobel Prize winner,
worrier, Chef, and President.
Nevertheless, gender balance seems to be preserved not only
through the attempts the writers make to preserve similar depiction of women
and men in terms of roles but also through compensation, that is assigning
similar (but not necessarily the same) roles for both genders. For example, it
was a man who obtained the Nobel Prize but it was a woman who was depicted as
goodwill ambassador. Additionally, while a man was shown as astronaut, a woman
was depicted as scientist. For this reason, the general depiction of women
seems to be balanced, «authentic», and representative. This care for
depicting women «properly» confirms the findings of Gray (2002) who
contends that the writers of global coursebooks are sensitive to representing
women positively.
What is uncertain, viewing the fact that the coursebook is
assumed to be global, is the extent to which the image drawn by the writers of
the coursebook is representative of a global reality concerning gender. The
coursebook seems to draw an image that it is not representative of women around
the world but only of women in developed countries. Since
«authenticity» is an essential element in ELT materials (Nunan,
1988), this image has less significance for some contexts around the world. It
might be «logical» to intend to represent women positively but in
order to preserve «authenticity», the material needs to be as close
as possible to learners' local realities.
It is for this reason that catering for a world audience is
inhibiting as it ties the hands of coursebook writers. Seeking to establish a
global compromise could prevent the coursebook from being close to the learners
using it. For example, reflecting the real situation of women or men in
particular contexts can be very motivating for learners not only to learn
better but
also for the sake of social change, as proponents of radical
pedagogy argue (Freire, 1970). Despite the fact that situations of war, rape,
prostitution, starvation, and discrimination might be disappointing, depicting
the image of women as it is in real life could be motivating because learners
may see it «authentic» and local (Rinvolucri, 1999). Additionally,
depicting women in «authentic» situations could help learners develop
attitudes towards changing the situation of women in case it is not
comfortable, hence engaging them not only in effective learning but also in
social action (Freire, 1970).
In general, it is safe to say that, despite some instances of
misrepresentation, the writers of the coursebook showed sensitivity to
depicting women in a positive image. Such depiction could help women learn
`better', following the guidelines that Sunderland (1994). Reinforcing a
positive image of women could contribute in the fight against the stereotypes
and/or the position of women in some societies as inferior to men. However, the
issue of establishing balance between representing women in «good»
light and preserving «authenticity» is still an unresolved question
due to the heterogeneity characterising the situations of women worldwide. Such
a finding may legitimate calls for (g)localising the coursebook in order to not
only facilitate the job of the writers and the teachers but also in order to
preserve learners' motivation and effective learning as attested by Sunderland
(1994) and Gray (2002).
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