Analysis of Language Textbooks in Georgia: Approaches to Gender Equality of Males and Females While Teaching Languages.

This study examines gender equality in language textbooks used in Georgian schools, analyzing materials developed under the third-generation National Curriculum of Georgia. Using a content analysis method based on an adapted version of Porreca's Analytical Framework (1984), the research found that males remain more visible than females in texts and illustrations, with social roles, activities, and professions portrayed in a gender-biased manner that reinforces stereotypes. The study identified five approaches textbook authors use toward gender equality: superficial, artificial, additive, deliberate ignorance, and attitudinal nondeliberate gender mainstreaming, noting that despite formal legislative efforts, substantive gender equality in textbooks is lacking. The findings highlight the influence of both liberal educational policies and Soviet legacy on textbook content, underscoring the need for more integrated and critical approaches to gender sensitivity in educational materials.