The representation of gender in a primary school reading scheme (il-Klabb tal-Qari)

Abstract

Children’s literature is vital for primary education. While embracing the basic skills of listening, speaking, reading and writing, this literature teaches children about the world around them. It represents males and females in relation to specific cultural norms; some of which can be considered as stereotyped. The majority of international studies analysing children’s literature find that females are underrepresented both on a textual and a visual level. Additionally, stereotypical messages are passed on through the roles, activities, occupations, physical characteristics and items of clothing attributed to male and female characters. This study looks at the representation of gender through textual and visual content analysis of twelve Maltese language and locally produced books, of the reading scheme Il-Klabb tal-Qari, targeted for the junior years and used as supplementary texts in primary classrooms. Corresponding with international research, the findings of this detailed content analysis indicate that although they are prominent in storylines, females are underrepresented and presented in traditional roles with traditional expectations. The analysis also revealed that when compared to male nonconformity, feminine transgression is unacceptable. This study concludes that although there is progress, gender stereotyped messages are still being transmitted through children’s stories.