Sexual orientation in Norwegian science textbooks: Heteronormativity and selective inclusion in textbooks and teaching
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Previous studies on sexism in textbooks have revealed their ongoing inclusion of stereotypical visions of reality that marginalize women and alternative models of masculinity that diverge from the traditional, hegemonical sort.
“Previous studies on sexism in textbooks have revealed their ongoing inclusion of stereotypical visions of reality that marginalize not only women but also alternative models of masculinity that diverge from the traditional, hegemonical sort (Rothing, 2017).”
From The influence of school textbooks on the configuration of gender identity: A study on the unequal representation of women and men in the school discourse during the Spanish democracy (2022) · cites this paper as Rothing, 2017
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Stereotype Darstellungen im Bild
Schmidt, R., Drath, H., & Steinhardt, I. (2026) · MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung · doi:10.21240/mpaed/00/2026.05.12.x
- Authors
- Røthing, Å.
- Affiliations
- OsloMet – Oslo Metropolitan University (NO)
- Corresponding author
- Røthing, Åse
- Venue
- Teaching and Teacher Education
- Publisher
- Elsevier BV
- Published
- 2017-10
- Volume
- 67
- Pages
- 143-151
- ISSN
- 0742-051X (ISSN-L)
- OpenAlex
- W2626219297
- Cited by
- 18
- References
- 30
- Citations by year
- 2026: 3 · 2024: 3 · 2023: 5 · 2022: 1 · 2021: 3 · 2020: 1 · 2019: 1 · 2018: 1
- FWCI
- 1.72
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teaching and Teacher Education (publishedVersion)
- Topics
- Social Sciences › Gender Studies › Gender, Sexuality, and Education
- Social Sciences › Gender Studies › Gender Studies in Language
- Social Sciences › Gender Studies › Gender and Feminist Studies
- Keywords
- sexual orientation, science textbooks, heteronormativity, sex education, othering, national curriculum, inclusive education, anti-oppressive pedagogy, contraceptives, sexually transmitted infections, Norwegian education
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