Publication: Ortaöğretim sosyal bilgiler ders kitaplarında yer alan fotoğrafların toplumsal cinsiyet bağlamında incelenmesi
Abstract
Bu çalışmada ortaöğretim Sosyal Bilgiler dersine ait ders kitaplarındaki fotoğrafların toplumsal cinsiyet bağlamında incelenmesi gerçekleştirilmiştir. Çocukların kadın ve erkek davranışlarını şekillendiren toplumsal normları ve cinsiyet rollerini öğrenmesi ailede başlayarak okullarda devam eder. Ders kitaplarının değer aktarıcı ve rol model olması ve fotoğrafların gerçekliği temsil etme yetkinliği, çocukların toplumsal cinsiyet inşasında büyük rol oynamaktadır. Sosyal Bilgiler dersinin amaçlarında toplumsallaşma, aile bütünlüğü, kültürel ve milli değerlerin kazanımları bulunduğundan, toplumsal cinsiyet normlarının fotoğraflar yardımıyla içselleştirilmesi önem taşımaktadır. Bu araştırma, nitel yöntemlerden doküman incelemesi yöntemiyle, amaçlı örnekleme ile belirlenen fotoğrafların içerik analizi yapılarak gerçekleştirilmiştir. Ortaöğretim Sosyal Bilgiler dersine ait kitaplarda insan öğesi içeren 347 fotoğraf, içerik analiziyle cinsiyete özgü roller, değerler ve beceriler açısından incelenirken, gerektiğinde fotoğrafa atıf yapılan metinlerden yararlanılmıştır. Araştırmanın bulgularına göre ortaöğretim Sosyal Bilgiler ders kitaplarındaki fotoğraflarda erkek figürüne yakın oranda kadın figürüne yer verildiği, erkeklere daha çok yetişkin veya yaşlı döneminde, kadınlara ise çocuk veya gençlik dönemlerinde yer verildiği ortaya çıkmıştır. Kadınların daha çok aile küçüğü, vatandaş, göçmen ve ihtiyaç ii sahibi sosyal rollerinde gösterildiği ve erkeklerin kahraman, lider, siyasi figür ve tarihsel figür rolleri ile yer aldığı görülmektedir. Meslek gruplarında; kadınlara öğretmen, öğrenci ve doktor olarak daha fazla yer verildiği, erkeklerin ise asker, polis, mühendis, işçi, tamirci, tarım işleri ile alakalı mesleklerde ve yönetici niteliği taşıyan mesleklerde temsil edildiği görülmektedir. Ayrıca kadınların çoğunlukla eğitim ve bakım verme eylemleriyle ilişkilendirildiği erkeklerin ise fiziksel güç gerektiren ve bilimsel eylemlerde daha fazla temsil edildiği ortaya çıkmıştır. Benzer şekilde kadınlar oyuncak ve mutfak eşyaları ile birlikte ev, eğitim ve alışveriş mekanlarında yer aldıkları görülürken erkeklerin teknolojik araçlar ve hırdavat malzemeleri ile birlikte kamusal alanda daha fazla yer aldığı görülmektedir. Kadınlar daha çok takı ve aksesuarlar yanında beyaz ve pembe renkleriyle ilişkilendirilirken, erkekler iş kıyafeti ve dini kıyafetler yanında gri, kahverengi ve mavi renkleriyle ilişkilendirilmiştir. Beden dilleri açısından cinsiyetler incelendiğinde kadının sevgi, umut gibi olumlu duygular yanında öfke ve suçluluk gibi olumsuz duygularla temsil edildiği, erkeklerin ise hırs, güç gibi olumsuz duygularla temsil edildiği ortaya çıkmaktadır. Sonuç olarak her ne kadar nicel olarak kadın ve erkeğe eşit miktarda yer verilmiş olsa da ortaöğretim Sosyal Bilgiler ders kitaplarında yer alan fotoğraflarda cinsiyet ayrımı önemli ölçüde göze çarpmaktadır.
In this study, the photographs in the coursebooks of the secondary school Social Studies course were analyzed in the context of gender. Children's learning of social norms and gender roles that shape male and female behavior begins in the family and continues in schools. Coursebooks as value transmitters and role models and the ability of photographs to represent reality play a major role in children's gender construction. Since the objectives of the Social Studies course include socialization, family integrity, cultural and national values, it is important to internalize gender norms through photographs. This research was carried out by analyzing the content of photographs determined by purposeful sampling with the document analysis method, one of the qualitative methods. While analyzing 347 photographs containing human elements in secondary school Social Studies coursebooks in terms of gender-specific roles, values and skills through content analysis, texts referring to the photographs were used when necessary. According to the findings of the study, it was revealed that the photographs in secondary school Social Studies coursebooks include female figures at a rate close to that of male figures, and that men are mostly depicted in the adult or elderly period, while women are mostly depicted in the child or youth period. It is seen that women are mostly portrayed in the social roles of family member, citizen, immigrant and needy, while men iv are portrayed in the roles of hero, leader, political figure and historical figure. In occupational groups, women are more often represented as teachers, students and doctors, while men are more often represented as soldiers, police officers, engineers, laborers, mechanics, agricultural workers and managers. It was also found that women are mostly associated with education and care-giving, while men are more represented in occupations requiring physical strength and scientific activities. Similarly, women are more likely to be associated with toys and kitchen utensils in domestic, educational and shopping spaces, while men are more likely to be associated with technological tools and hardware items in public spaces. While women are mostly associated with the colors white and pink along with jewelry and accessories, men are associated with the colors gray, brown and blue along with work clothes and religious clothes. When the genders are analyzed in terms of body languages, it is revealed that women are represented with positive emotions such as love and hope as well as negative emotions such as anger and guilt, while men are represented with negative emotions such as ambition and power. As a result, although women and men are equally represented in quantitative terms, gender segregation in photographs in secondary school Social Studies coursebooks stands out significantly.
In this study, the photographs in the coursebooks of the secondary school Social Studies course were analyzed in the context of gender. Children's learning of social norms and gender roles that shape male and female behavior begins in the family and continues in schools. Coursebooks as value transmitters and role models and the ability of photographs to represent reality play a major role in children's gender construction. Since the objectives of the Social Studies course include socialization, family integrity, cultural and national values, it is important to internalize gender norms through photographs. This research was carried out by analyzing the content of photographs determined by purposeful sampling with the document analysis method, one of the qualitative methods. While analyzing 347 photographs containing human elements in secondary school Social Studies coursebooks in terms of gender-specific roles, values and skills through content analysis, texts referring to the photographs were used when necessary. According to the findings of the study, it was revealed that the photographs in secondary school Social Studies coursebooks include female figures at a rate close to that of male figures, and that men are mostly depicted in the adult or elderly period, while women are mostly depicted in the child or youth period. It is seen that women are mostly portrayed in the social roles of family member, citizen, immigrant and needy, while men iv are portrayed in the roles of hero, leader, political figure and historical figure. In occupational groups, women are more often represented as teachers, students and doctors, while men are more often represented as soldiers, police officers, engineers, laborers, mechanics, agricultural workers and managers. It was also found that women are mostly associated with education and care-giving, while men are more represented in occupations requiring physical strength and scientific activities. Similarly, women are more likely to be associated with toys and kitchen utensils in domestic, educational and shopping spaces, while men are more likely to be associated with technological tools and hardware items in public spaces. While women are mostly associated with the colors white and pink along with jewelry and accessories, men are associated with the colors gray, brown and blue along with work clothes and religious clothes. When the genders are analyzed in terms of body languages, it is revealed that women are represented with positive emotions such as love and hope as well as negative emotions such as anger and guilt, while men are represented with negative emotions such as ambition and power. As a result, although women and men are equally represented in quantitative terms, gender segregation in photographs in secondary school Social Studies coursebooks stands out significantly.