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Findings identify two dominant gender Discourses about parenting and the sexual division of labor.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/research-brief-7-critical-discourse-analysis-of-a-turkish-adult-literacy-textbook-key-findings/584406/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/research-brief-7-critical-discourse-analysis-of-a-turkish-adult-literacy-textbook-key-findings/584406.png","ImageObject",300,407,{"name":42,"@type":43},"WPS_1786070896","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What method does the study use to analyze the textbook?","Question",{"text":63,"@type":64},"The study uses Critical Discourse Analysis to examine how language and symbols construct ideologies about gender roles.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which two gender Discourses does the textbook promote?",{"text":68,"@type":64},"It promotes a normative parenting Discourse and a sexual division of labor Discourse that places men primarily in public life and women primarily in the private domestic sphere.",{"name":70,"@type":61,"acceptedAnswer":71},"Why does the study matter for adult education?",{"text":72,"@type":64},"Because literacy curricula shape learners’ visions of gender identities; educators are urged to critically examine how curricular words and images reinforce or challenge gender inequality.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},584406,1792189006,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":97,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},549768072016,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Research Brief \\#7  \nReproducing Gender Inequality: January 2011  \nA CriƟcal Discourse Analysis of a Turkish Adult Literacy Textbook1  \nRamazan Gungor and Esther Prins  \nKey Findings  \nAdult educaƟon curricula such as literacy textbooks present blueprints for living, including different ways of being and relaƟng as men and women. However, educators and scholars seldom consider the underlying assumpƟons about gender in literacy workbooks, especially in internaƟonal seƫ ngs. This study used CriƟcal Discourse Analysis (CDA) to examine how anew, prominent adult literacy textbook in Turkey depicted male and female idenƟƟes. The textbook promoted two main gender Discourses, or sets of ideas and values. The normaƟve parenƟng Discourse suggested that mothers are chiefly responsible for childrearing and caretaking and that fathers are responsible for discipline. The sexual division of labor Discourse depicted men mainly in the public, outside world and women in the private, domesƟc sphere. By reinforcing dominant ideas of masculinity and femininity, the text implies that these roles—and gender inequiƟes—are normal and desirable.  \nKey ImplicaƟons  \nThis study highlights the inherently poliƟcal nature of literacy curricula and the ways that educaƟonal materials both reflect and shape social, economic, and poliƟcal condiƟons. Adult educators should criƟcally examine (a) the kinds of male and female idenƟƟes conveyed by the words and images in curricular materials and (b) how these ideals reinforce and/or challenge gender inequality in the family, workplace, educaƟon, and other spheres. In other words, how do the textbooks and other classroom materials open up or foreclose new possibiliƟes for men’s and women’s roles? Educators should also provide opportuniƟes for learners to reflect on the ideologies presented in the curricular materials, while also using them to teach content.  \nIntroducƟon  \nThe persistence of gender inequity in Turkey and around the globe warrants closer scruƟny of gender ideologies in literacy texts. The purpose of this study was to examine how a new adult literacy textbook in Turkey depicts the idenƟƟes of men and women. CriƟcal Discourse Analysis was used to analyze how gender roles and idenƟƟes were portrayed in visual images and reading passages. This topic is important because the People’s EducaƟon Centers (PECs), the statefunded adult educaƟon provider in Turkey, adopted this textbook as the primary curriculum in 2008. Thus, it will profoundly shape the gender idenƟƟes that thousands of adult learners envision for themselves, their children, and others. The study can also help educatorsin other countries understand how adult educaƟon curricula convey explicit and implicit messages that perpetuate and/or quesƟon exisƟng gender inequaliƟes.  \nBackground and Methods  \nIn 2008, the Turkish Ministry of NaƟonal EducaƟon published a new adult literacy textbook and student workbook, YeƟşkinler Okuma Yazma ÖğreƟmi ve Temel EğiƟmi Kitabı (Textbook for Teaching Literacy and Basic EducaƟon, Keskin, et al., 2008) . Sponsored by the Support to Basic EducaƟon Program, a result of cooperaƟon between the European Union (EU) and the Turkish Ministry of NaƟonal EducaƟon, the curriculum aimed to improve access to educaƟon, especially for women, and to increase the quality of formal and non-formal educaƟon (EU, 2007) . The following research quesƟons guided the study: How does the text construct ideal  \nContact the lead author at: [rug137@psu.edu](rug137@psu.edu)  \nGoodling InsƟtute for Research in Family Literacy  \n405 Keller Building, University Park, PA 16802 Phone: (814) 865-5876 E-mail: goodlinginsƟ[tute@psu.edu](tute@psu.edu)[ ](tute@psu.edu)You can learn more about Goodling InsƟtute at  \nhƩp://www.ed. psu.edu/goodlinginsƟtute  \nThis publicaƟon is available in alternaƟve media on request. Penn State is commiƩed to affirmaƟve acƟon, equal opportunity, and the diversity of its workforce. U. Ed. EDU 11-40  \nmale and female idenƟƟes? H","cbCaisquQw99v4ij","https://ap.wps.com/l/cbCaisquQw99v4ij","pdf",1365104,"English","# Key Findings\n# Key Implications\n# Introduction\n# Background and Methods\n## Research Questions\n## Analytical Approach\n# Findings\n## Parenting Discourse","[{\"question\":\"What method does the study use to analyze the textbook?\",\"answer\":\"The study uses Critical Discourse Analysis to examine how language and symbols construct ideologies about gender roles.\"},{\"question\":\"Which two gender Discourses does the textbook promote?\",\"answer\":\"It promotes a normative parenting Discourse and a sexual division of labor Discourse that places men primarily in public life and women primarily in the private domestic sphere.\"},{\"question\":\"Why does the study matter for adult education?\",\"answer\":\"Because literacy curricula shape learners’ visions of gender identities; educators are urged to critically examine how curricular words and images reinforce or challenge gender inequality.\"}]","Research Brief 7 - Critical Discourse Analysis of a Turkish Adult Literacy Textbook - Key Findings | PDF",1792050914,13]