EVALUATING BASIC EDUCATION CURRICULUM FROM A GENDER PERSPECTIVE: ADDRESSING GENDER STEREOTYPES IN ELEMENTARY SCHOOL TEXTBOOKS
AbstractAddressing gender-equality issues in education can foster enormous change in children’s lives. However, most textbooks in Albanian schools include gender stereotypes, which perpetuate gender inequality and unequal roles for men and women, both in public and private spheres. This research aims to identify and evaluate trends of gender stereotypes in textbooks, as well as the need for gender mainstreaming in basic education curriculum. The methodology is based on a desk review of textbooks from a gender perspective. The curriculum evaluation follows the context, input, process, and product (CIPP) model of evaluation, which mainly aims to assess the extent to which a certain education reform has generated positive change in schools.
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