Spanish First Cycle Primary School Textbooks’ Graphic Representations. A Study on Gender, Culture and Functional Diversity

Authors

  • Olga Moreno-Fernández University of Seville, Spain
  • Pilar Moreno-Crespo University of Seville, Spain
  • Encarnación Pedrero-García Pablo de Olavide University, Spain
  • Coral I. Hunt-Gómez University of Seville, Spain

DOI:

https://doi.org/10.15823/p.2019.136.5

Keywords:

diversity, photographs, illustrations, textbooks, primary education

Abstract

This paper analyses graphic representation of gender, functional and cultural diversity in Spanish Primary Education textbooks. A sample of 528 images from three different textbooks by three of the main publishing houses in Spain was studied. Results showed equal representation in terms of gender. However, textbooks still do not sufficiently include graphic representations of cultural or functional diversity. Greater efforts are needed to ensure that textbooks reflect the classroom‘s reality and that diversity normalized in schools.

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Published

2019-12-20

How to Cite

Moreno-Fernández, O., Moreno-Crespo, P., Pedrero-García, E., & Hunt-Gómez, C. I. (2019). Spanish First Cycle Primary School Textbooks’ Graphic Representations. A Study on Gender, Culture and Functional Diversity. Pedagogika / Pedagogy, 136(4), 67–88. https://doi.org/10.15823/p.2019.136.5

Issue

Vol. 136 No. 4 (2019)

Section

Articles