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Figure from:Being inclusive or reinforcing of social stereotypes

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Figure 3: (a) SCERT (2016), p77 (b) SCERT(2016a), p61(c) SCERT(2015), pp45 Further observation using these codes shows us that the activities assigned for each gender, also reinforce gender stereotypes. Passive observers in these pictures happen to be girls while boys are shown as engaged in activities. Just as Guichot-Reina and Torre-Sierra (2023) argue in the case of Spanish mathematics textbooks, in the case of Kerala mathematics textbooks too, women are portrayed in stereotypical roles, mainly as teachers or doing household jobs while men are portrayed in a variety of jobs such as conductor, shopkeeper, etc., and boys/men lifting heavy things while girls/women do not.

Figure 3 (a) SCERT (2016), p77 (b) SCERT(2016a), p61(c) SCERT(2015), pp45 Further observation using these codes shows us that the activities assigned for each gender, also reinforce gender stereotypes. Passive observers in these pictures happen to be girls while boys are shown as engaged in activities. Just as Guichot-Reina and Torre-Sierra (2023) argue in the case of Spanish mathematics textbooks, in the case of Kerala mathematics textbooks too, women are portrayed in stereotypical roles, mainly as teachers or doing household jobs while men are portrayed in a variety of jobs such as conductor, shopkeeper, etc., and boys/men lifting heavy things while girls/women do not.

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Summer vacation is almost over. Reena and her father are at the school bazar. Figure 1: (a) SCERT. (2016a), p-7 (b) SCERT. (2016), p-85
Summer vacation is almost over. Reena and her father are at the school bazar. Figure 1: (a) SCERT. (2016a), p-7 (b) SCERT. (2016), p-85
Moreover, the working-class men are shown as wearing a colored lungi and a vest. In contrast the Figure 4: (c) portrays a man in a relatively more socially respectable position, wearing a white mundu and shirt. By means of these depictions, the textbooks reinforce the stereotypes about working-class people’s skin- color and attire. It should be noted that in reality working-class people also could be found wearing shirts and mundu at workplace as can be seen in the following photographs (Figure 5:(a) and (b)) taken at a milk booth in Kerala, while the Figure 5: (c) is a from class 4 textbook.
Moreover, the working-class men are shown as wearing a colored lungi and a vest. In contrast the Figure 4: (c) portrays a man in a relatively more socially respectable position, wearing a white mundu and shirt. By means of these depictions, the textbooks reinforce the stereotypes about working-class people’s skin- color and attire. It should be noted that in reality working-class people also could be found wearing shirts and mundu at workplace as can be seen in the following photographs (Figure 5:(a) and (b)) taken at a milk booth in Kerala, while the Figure 5: (c) is a from class 4 textbook.
Figure 5: (a), (b) People give milk in the booth (ec) SCERT (201 6a), p-60 Textbooks make an effort to be inclusive of people from the three dominant religious background. Textbooks use names that can be easily associated with specific religions to be inclusive of Hindus, Muslims and Christians. In addition, Muslim women are stereotyped as wearing hijab and Christian women as wearing a mundu
Figure 5: (a), (b) People give milk in the booth (ec) SCERT (201 6a), p-60 Textbooks make an effort to be inclusive of people from the three dominant religious background. Textbooks use names that can be easily associated with specific religions to be inclusive of Hindus, Muslims and Christians. In addition, Muslim women are stereotyped as wearing hijab and Christian women as wearing a mundu