An Analysis of the Inclusion and Depiction of Gender Perspective in Spanish Geography Textbooks

Abstract

Quality education requires institutional commitment to promote gender equality. Yet, the materials utilized daily in pre-higher education sometimes reproduce gender-stereotyped behaviors deeply ingrained in our western culture. The main aim is to analyze the content of the three predominant Geography textbooks used in Andalusia, Spain, to verify whether the gender perspective is incorporated into their treatment. The findings obtained reveal that textbooks contain a compilation of descriptions that exclude women from their study, both in theory and practical exercises. Nonetheless, variances among publishers become apparent, with certain strategies emerging to integrate egalitarian content, notably through the incorporation of diverse imagery.