Kön, könsroller och genus i svenska läroböcker för EFL

This study aims to examine how gender, gender roles, and gender identities are constructed in lower secondary school English language learning. The study is grounded in sociolinguistic and queer theoretical perspective, and is based on a quantitative text analysis of four English language textbooks, complemented by a qualitative analysis of the findings. The results indicate that masculinity is frequently prioritized and afforded higher status in the textbooks, and that they risk reproducing binary heteronormative structures and gender roles within society. This may, in turn, hinder students' opportunities to explore and develop their own gender identities. Further, the study identifies some shortcomings in the national curriculum, particularly a lack of recommendations regarding teaching materials and contradictions between the stated aims of the curriculum and its practical implementation. The findings suggest that further research in this field is both necessary and warranted.