Gendered Representations of Male and Female Social Actors in Iranian Educational Materials

This research investigates the representations of gendered social actors within the subversionary discourse of equal educational opportunities for males and females in Iranian English as a Foreign Language (EFL) books. Using critical discourse analysis (CDA) as the theoretical framework, the authors blend van Leeuwen’s (Texts and practices: Readings in critical discourse analysis, Routledge, London, 2003) ‘Social Actor Network Model’ and Sunderland’s (Gendered discourses, Palgrave Macmillan, Hampshire, 2004) ‘Gendered Discourses Model’ in order to examine the depictions of male and female social actors within this gendered discourse. The gendered discourse of equal opportunities was buttressed by such representations within a tight perspective in proportion to gender ideologies prevailing in Iran. Resorting to CDA, we can claim that resistance against such gendered discourse in Iranian EFL textbooks militates against such gender norms. These representations of male and female social actors in school books are indicative of an all-encompassing education, reinforcing that the discourse of equal opportunities is yet to be realized in the education system of Iran

Harry Potter and the myriad mothers: the maternal figure as lioness, witch and wardrobe

Families are important in the Harry Potter series. Harry\u27s loss of his parents is a key focal point of the narrative, and the series is bookended by scenes that focus on family. Book One begins with Harry\u27s placement as a baby into the Dursley family environment-the opening sentence of the series setting up the issue of families, normality, and belonging-while Book Seven concludes with a scene about the adult Harry\u27s own family with his wife and children. A particular recurring theme is Harry\u27s mother\u27s love that protects and sustains him as he endures many trials and adventures. In this respect, mothering becomes a key concern throughout the series