Gender Representations and Language Teaching: Analyzing the Language text Book for the Second Grade of the Greek Primary School

School textbooks are a basic source of knowledge, but also an important means of socializing individuals, since various messages are mainly transmitted through language, part of which are gender representations. This paper focuses on the analysis of gender representations that are presented in the language textbook taught in the second grade of primary school in Greece. For this purpose, I utilized combined tools from Content Analysis and Critical Discourse Analysis, in order to examine gender references and highlight the ideology and discourses that construct them. The results showed an attempt to quantitatively balance the number of references to men and women, which, however, is not reflected in the qualitative analysis, as men are shown to dominate the workplace and more broadly in public life, with women being underrepresented and limited to actions related to family responsibilities.