Representation of Gender and Sexuality in Swedish ELT Textbooks : A Study of Language, Norms, and Stereotypes in Education

Abstract: Issues regarding how gender and sexuality are represented within different discourses have gained increased attention in the past decades. Within the field of language, gender, and sexuality, topics such as sexist language, stereotypes and heteronormativity have been continuously problematised as means of sustaining societal norms. The ramification of such norms can have a negative impact on how people engage with and express their identity, especially within the context of education. Research conducted on textbooks shows problematic representations of gender and sexuality where women are disfavoured and non-binary and LGBTQ+ identities often are excluded. Whilst gender representation has become increasingly more equal, a heterosexual norm is still very much prevalent within education. In response to such issues, the pedagogical approach norm critical pedagogy emerged in Sweden a few decades ago with the aim to develop critical thinking and thus challenge discriminatory beliefs and prejudice. In the present study, the representation of gender and sexuality within education will be investigated in a Swedish context. Linguistic patterns and word choice in three ELT textbooks are analysed through two approaches to content analysis. The findings showed that there is unequal representation of gender and sexuality overall, with gender identities outside the binary and varying sexualities being predominantly excluded. Additionally, implicit linguistic patterns which reinforce gender stereotypes and further limit the scope of acceptable gender expressions emerged across all textbooks. However, the most recent book stood out by being more inclusive and engaging with issues in a way which engages critical thinking.