Let’s not straighten things out: an analysis of heteronormativity in two Swedish EFL textbooks

Abstract

Heteronormativity entails the binary gender construction and the assumption that everyone is heterosexual. When ELT reading material is heteronormative, non-binary (gender identity other than male or female) and non-heterosexual pupils are ostracised. During the past decades, gender-bias in ELT reading materials has been extensively studied, and recently researchers have started paying attention to the portrayal of sexuality in the texts as well. Among the plethora of studies of gender and sexuality in textbooks, two issues have been neglected: (1) the presence of non-binary gendered characters, (2) the inseparability of gender and sexuality. In the present study, these two areas of heteronormativity are acknowledged, by the inclusion of the analysis of ungendered characters and by viewing (hetero)sexuality as a gender role. Using quantitative and qualitative analysis of two recently published Swedish EFL textbooks, gender visibility and gender roles are examined. Visibility is examined through the presence of female, male and gender neutral nouns and pronouns; gender roles are examined through critical analysis of occupations, physical appearances and sexual identities of characters of different genders. The results show that present day EFL textbooks still contain heteronormative material, partly in visibility and mostly through stereotypical gender roles. The results generate discussions on gender inclusion, gender neutrality and gender binarity. It is concluded that the textbooks are heteronormative and that gender neutrality in EFL textbooks might be preferable. Finally, some comments on pedagogical undertakings and suggestions for further research are put forth.