000			01364cam a2200169 4500500
005			20260405000533.0
041			_afre
042			_adc
100	1	0	_aAuthier, Jean-Yves _eauthor
700	1	0	_aBidou, Catherine _eauthor
245	0	0	_aEditorial
260			_c2005.
500			_a39
520			_aTextbooks are not neutral. This is the case even in mathematics publications which are so abstract in appearance. Like any vector of socialization, they convey social norms, including those regarding the sexes. In order to verify this, the six textbooks of a Pan-African series used for primary teaching in French-speaking Africa were studied. All the characters portrayed were closely examined using a quantitative method applied to notions of gender and representation. Even in succinct texts or simplified illustrations there is a subtle build-up of the gender system that is acceptable, if not laid down by a society, thanks to different indices that depict the identities and roles of the sexes. This proves to be far from the ideal of “equality between the sexes”, advocated by the UNO’s Millennium Objectives or UNESCO’s Education for All scheme.
786	0		_nEspaces et sociétés | o 120-121 | 2 | 2005-06-01 | p. 7-14 | 0014-0481
856	4	1	_uhttps://shs.cairn.info/journal-espaces-et-societes-2005-2-page-7?lang=en&redirect-ssocas=7080
999			_c2038116 _d2038116