Abstract:
This article analyses the depiction of women in the verbal text of a history
textbook used at junior secondary school level in Malawi. The focus falls on
how women are depicted in the textbook and why they are depicted the way
they are. The article is based on empirical research and utilised a feminist
theoretical perspective. The verbal text was analysed quantitatively using open
coding. Based on the analysis we argue that women, as historical characters,
are generally subordinated and oppressed in a number of ways. This includes
under-representation, marginalisation and omission. Since what is written in
textbooks is regarded as authoritative depictions like these can send a negative
message to learners and teachers as users of the textbooks about women as
historical characters. We also argue that our findings from the Malawi context
resonate with similar research done globally which for the most part can be
attributed to the patriarchal societies women find themselves in. To change
this situation we recommended that the junior secondary history syllabus and
textbooks be updated and aligned to the Malawian constitution and gender
equality policies.
