İngilizce ders kitaplarında cinsiyet temsilleri ve dolaylı cinsiyetçilik: Derinlemesine bir eleştirel analiz

Modern day sexism reaches far deeper and more complicated. It is now necessary to make equitable adjustments to verbalization and pragmatics. Along with the complexities of the gender context, recognizing linguistic displays of sexism necessitates critical thinking and mindful reading. Therefore, this study sought to detect indirect forms of sexism in educational textbooks and recognize how these materials impact readers' gender perceptions. Utilizing frameworks from Mills (1995) that focus on both word level and phrase/sentence and discourse level analysis, the current study investigated three separate sets of EFL textbooks, Count Me In by the Republic of Türkiye Ministry of National Education (Çimen et al., 2021a, 2021b, 2022), face2face second edition Upper Intermediate by Cambridge University Press (Redston & Cunningham, 2020; Tims et al., 2020) and English File fourth edition Upper-intermediate by Oxford University Press (Latham-Koenig, Oxenden, Chomacki, 2019; Lathan-Koenig, Oxenden, Chomacki, Hudson, 2019), in terms of gender representations and various types of indirect sexism. With the use of critical discourse analysis, the results revealed that semantic derogation of women was the most prevalent category, portraying women in subsidiary and degrading roles. Men were consistently depicted as the default or superior form, reinforcing traditional power dynamics. Indirect sexism was primarily manifested through gender stereotypes and presupposition and inference, with minimal efforts toward political correctness. Bearing the importance of critical evaluation and revision of educational content in mind, it was suggested that future studies should be up to date with the needs of evolving language by addressing linguistic sexism timely.