بازنمایی هویت‌های جنسیتی در کتب درسی دوره متوسطه دوم

 Asriyama, W. F., & Sari, E. D. P. (2022). Do Textbooks Really Promote Gender Equality?: A Multimodal Analysis of Gender Roles. IALLTEACH (Issues In Applied Linguistics & Language Teaching), 4(1), 107-116.

Adriany, V. (2019). Being a princess: young children’s negotiation of femininities in a Kindergarten classroom in Indonesia. Gender and Education, 31(6), 724–741.

Abdelhadi, R., Hameed, L., Khaled, F., & Anderson, J. (2019). Creative interactions with art works : an engaging approach to Arabic language-and-culture learning. Innovation in Language Learning and Teaching, 0(0), 1–17.

Barnes, E. (2022). Gender without gender identity: the case of cognitive disability. Mind, 131(523), 838-864.

Baleghizadeh, S., & Amiri Shayesteh, L. (2020). A content analysis of the cultural representations of three ESL grammar textbooks. Cogent Education, 7(1), 1–15.

Botelho, M. J., & Marion, R. (2020). Representing Spanishes: Language Diversity in Children’s Literature. Journal of Latinos and Education, 00(00), 1–16.

Gower, A. L., Rider, G., Brown, C., & Eisenberg, M. E. (2022). Diverse sexual and gender identity, bullying, and depression among adolescents. Pediatrics, 149(4). 1-25.

Hall, S., & Open University. (1997). Representation: cultural representations and signifying practices. London: Sage.

Orfan, S. N. (2021). High school English textbooks promote gender inequality in Afghanistan. Pedagogy, Culture and Society, 00(00), 1–16. 

Fernandez, M. C. (2017). La valoracion en el discurso de la ense  nanza de la historia. ~ Aportes para el analisis del androcentrismo. Revista Signos, 50(95), 361e384.

Saillard, E. K. (2011). Systematic versus interpretive analysis with two CAQDAS packages: NVivo and MAXQDA. Forum: Qualitative social research, 12(1). Art, 34.  

Sarvarzade, S., & Wotipka, C. M. (2017). The rise, removal, and return of women: gender representations in primarylevel textbooks in Afghanistan, 1980–2010. Comparative Education, 53(4), 578–599.

 Rahim, H. A., & Daghigh, A. J. (2020). Locally-developed vs. Global Textbooks: An Evaluation of Cultural Content in Textbooks Used in ELT in Malaysia. Asian Englishes, 22(3), 317–331.  

Nguyen, T. T. M., Marlina, R., & Cao, T. H. P. (2021). How well do ELT textbooks prepare students to use English in global contexts? An evaluation of the Vietnamese English textbooks from an English as an international language (EIL) perspective. Asian Englishes, 23(2), 184–200.  

Xiong, T., & Peng, Y. (2020). Representing culture in Chinese as a second language textbooks : a critical social semiotic approach. Language, Culture and Curriculum, 0(0), 1–20

Davidson, R., & Liu, Y. (2020). Reaching the world outside: cultural representation and perceptions of global citizenship in Japanese elementary school English textbooks. Language, Culture and Curriculum, 33(1), 32–49.

 Chen, Z. T. & Cheung, M. (2020). Consumption as extended carnival on Tmall in contemporary China: a social semiotic multimodal analysis of interactive banner ads. Social Semiotics, 0(0), 1–21.

 Preece, S., & Bullingham, R. (2022). Gender stereotypes: The impact upon perceived roles and practice of in-service teachers in physical education. Sport, Education and Society, 27(3), 259-271.

Straub, K. (2023). Sexual suspects: eighteenth-century players and sexual ideology. Princeton University Press.

De la Torre-Sierra, A. M., & Guichot-Reina, V. (2022). The influence of school textbooks on the configuration of gender identity: A study on the unequal representation of women and men in the school discourse during the Spanish democracy. Teaching and Teacher Education, 117, 103810.

Covell, M. (2023). Ethnic conflict, representation and the state in Belgium. In Ethnic Groups and the State (pp. 228-261). Routledge.

Bonnett, A. (2023). Radicalism, anti-racism and representation. Routledge.

Peng, Y. (2023). Reflection on the Postmodernism in Female Identity and the Reconstruction of Female Identity Through Digital Media. Studies in Social Science & Humanities, 2(4), 19-22.

Headley, A. M. (2022). Representing personal and professional identities in policing: Sources of strength and conflict. Public Administration Review, 82(3), 396-409.

Hammack, P. L., Hughes, S. D., Atwood, J. M., Cohen, E. M., & Clark, R. C. (2022). Gender and sexual identity in adolescence: A mixed-methods study of labeling in diverse community settings. Journal of adolescent research, 37(2), 167-220.

Bowlby, S., Lewis, J., McDowell, L., & Foord, J. (2023). The geography of gender. In New Models in Geography-Vol 2 (pp. 157-175). Routledge.

Korlat, S., Foerst, N. M., Schultes, M. T., Schober, B., Spiel, C., & Kollmayer, M. (2022). Gender role identity and gender intensification: Agency and communion in adolescents’ spontaneous self-descriptions. European Journal of Developmental Psychology, 19(1), 64-88.

Chaudhary, A., & Kumar, R. (2023). Sexism identification in social networks. Working Notes of CLEF.

Shah, W. A. (2023). Nation, Alterity and competing discourses: rethinking textbooks as ideological apparatuses. Linguistics and Education, 78, 101250.

Mai, D. T. T., & Brundrett, M. (2020). The beliefs and attitudes of teachers and school leaders on gender equality in

Vietnamese primary schools: case studies of four schools. Education 3-13, 48(4), 392–404.

Verge, T. (2021). Gender Equality Policy and Universities: Feminist Strategic Alliances to Re-gender the Curriculum. Journal of Women, Politics and Policy, 42(3), 191–206.

Durrani, N., & Halai, A. (2018). Dynamics of gender justice , conflict and social cohesion : Analysing educational

reforms in Pakistan. International Journal of Educational Development, 61(November 2017), 27–39.

Sheldon, J. P. (2004). Gender stereotypes in educational software for young children. Sex Roles 51.7/8.

Hamilton, M. C., D. Anderson, M. Broaddus & K. Young. (2006). Gender stereotyping and under-representation of female characters in 200 popular children's picture books: A twenty-first century update. Sex Roles 55, 757–765.

Fitzpatrick, M. J. & B. J. McPherson. (2010). Coloring within the lines: Gender stereotypes in contemporary coloring books. Sex Roles 62, 127–137.

Hamdan, S. (2010). English-language Textbooks Reflect Gender Bias: A Case Study in Jordan. Advances in Gender and Education, 2, 22-26.

Shteiwi, M. (2003). Gender Role Stereotypes in Primary School Textbooks in Jordan. DIRASAT, Social and Human Sciences, 30, 90-104.

Sadker, D. and Sadker M. (2001). Gender bias from colonial America to today's classrooms. In J. Banks (Ed). Multicultural education: Issues and perspectives (4th ed.) (pp. 135-169) New York: John Wiley.

Porreca, K. (1984). Sexism in Current ESL Textbooks’. TESOL Quarterly 18:705-24.

Giddens, A., Duneier, M., Appelbaum, R. P., & Carr, D. (2012). Introduction to sociology (8th ed.). New York: W.W. Norton.

Lips, H. M. (2014). Gender: The basics. New York: Routledge.

Bingöl, O. (2014). Toplumsal cinsiyet olgusu ve Türkiye’de kadınlık [The fact of gender and womanhood in Turkey]. KMÜ Sosyal ve Ekonomik Araştırmalar Dergisi, 16(1), 108-114. Retrieved from http://dergi.kmu.edu.tr/userfiles/file/Mayis20141/16m.pdf

Cook, R. J. (2012). Structures of discrimination. Macalester International, 28, Article 8. Retrieved from http://digitalcommons.macalester.edu/macintl/vol28/iss1/

Ince Yenilmez, M. (2019). Gender inequality in labor force participation in Turkey: Closing gender gap?. Yönetim ve Ekonomi Araştırmaları Dergisi, 17(3), 40-51.  

Settles, I. H., & Buchanan, N. T. (2014). Multiple groups, multiple identities, and intersectionality. The Oxford handbook of multicultural identity, 1, 160-180.

Talbot, H. M., Watson, D. F., Pearson, E. J., & Farrimond, P. (2003). Diverse biohopanoid compositions of non-marine sediments. Organic Geochemistry, 34(10), 1353-1371.

Kupka, P., Walach, V., & Divišová, V. (2022). From legal definitions to ethnic identities: Representations of organized crime in Czech policy documents. Trends in Organized Crime, 1-22.

Morris, B. (1992). Frontier colonialism as a culture of terror. Journal of Australian Studies, 16(35), 72-87.

Fusco, L., Sica, L. S., Parola, A., & Aleni Sestito, L. (2022). Vocational identity flexibility and psychosocial functioning in Italian high school students. International Journal of School & Educational Psychology, 10(1), 144-154.

Dogan, T., & Dogan, S. S. O. (2020). Covering ISIS in the British media: Exploring agenda-setting in The Guardian newspaper. Journal of Arab & Muslim Media Research, 13(2), 195-213.