This study analyzed the 5th and 6th grade physical education textbook illustrations in accordance with the 2015 revised curriculum in three aspects: gender equality education, multicultural education, and integrated education for students with disabil...
This study analyzed the 5th and 6th grade physical education textbook illustrations in accordance with the 2015 revised curriculum in three aspects: gender equality education, multicultural education, and integrated education for students with disabilities, to find out the inequality factors inherent in them. A total of 16 textbooks of 8 types were analyzed and the study was conducted. Among the seven analysis criteria of Sadker, D & Sadker, M., scarcity and stereotypes that are easy to analyze illustrations in physical education textbooks were selected as analysis criteria to set up the analysis framework, and these analysis frameworks were used for gender equality education, multicultural education, and students with disabilities. The existence of inequality factors was analyzed by combining it with the perspective of integrated education. A total of 16 types of textbook illustrations were classified based on the established analysis framework and quantified using the Microsoft-Excel program. Based on this, the inequality factors in the three perspectives revealed in the 5th and 6th grade physical education textbooks are as follows.
First, looking at the male to female ratio among character illustrations from the perspective of gender equality education, the male to female ratio was 1.09:1 in the 5th grade and 1.12:1 in the 6th grade, showing a male bias. As for the gender ratio by domain, the ratio of men was high in the four domains of health, challenge, competition, and safety, and the ratio of women was high in the expression domain, showing female bias only in the expression domain. Among the character illustrations, the ratio of male and female who played the leading role was high in all 16 textbooks for 5th and 6th graders, and the ratio of co-starring illustrations was high, suggesting that gender equality education has progressed to a fairly equal relationship compared to past research results. Could know. However, when only male and female heroine illustrations were considered, the ratio of male protagonist illustrations was high, excluding the ratio of co-star illustrations. In addition, the male to female ratio of adult occupations was 1.89:1 for 5th graders and 1.32:1 for 6th graders, showing a high male ratio. In particular, jobs such as soccer players, volleyball players, and lifeguards were mostly male, while figure skaters and cultural commentators were all female, so there was a possibility that they could be considered as suitable gender depending on the job. Nonetheless, it can be said to be quite encouraging in that there are many parts where the writers of each textbook have meticulously worked hard for a balanced harmony of both sexes in 16 textbooks.
Second, illustrations related to multicultural physical education were 44 in 5th grade and 0 in 6th grade, showing an imbalance by grade. Among the figure illustrations, the ratio of illustrations including multicultural students was 2% in 5th grade and 3.3% in 6th grade, slightly lower than the ratio of multicultural students in the actual field. In particular, two publishers did not publish even a single illustration of multicultural students. Multicultural students often took a leading role in illustrations featuring multicultural students, because there were many illustrations in which they were co-stars. However, there were no illustrations featuring multicultural students alone. The male to female ratio of multicultural students was 1.02:1, which was an appropriate ratio.
Third, not a single illustration related to special physical education appeared in all 16 types of physical education textbooks for 5th and 6th graders. The percentage of students with disabilities was 0.1% in the 5th grade and 0.4% in the 6th grade, with 7 students with disabilities appearing in a total of 3 types of textbooks, and no students with disabilities appearing in 13 types of textbooks. In the 5th grade textbook, one disabled student appeared, but he played a non-leading role, and in the 6th grade textbook, a total of 6 disabled students appeared in illustrations, of which 5 were playing a leading role. Looking at the gender ratio of students with disabilities, it was not possible to calculate the ratio because there was only one illustration in which a student with a disability appeared in the 5th grade, and the character was also a male student. In the 6th grade, there were twice as many female students as 0.50:1. The proportion of students with disabilities as female rather than male was higher. The perspective of students with disabilities reflected in textbooks was regarded as the same students as normal students, not objects of sympathy. As for the type of disability, 100% were physically handicapped in a wheelchair. In the future revised curriculum, more students with various disabilities should appear, reflecting the reality that 5.13% of the total population has a disability (Ministry of Education, 2022).
As a result of analyzing the 5th and 6th grade physical education textbook illustrations in accordance with the 2015 revised curriculum from three aspects: gender equality education, multicultural education, and integrated education for students with disabilities, the gender equality education perspective among the three aspects stands out as a social issue. A lot of related research has been conducted, and although there are still some shortcomings, they are moving toward a fairly equal figure. However, in the perspective of multicultural education, despite the fact that multicultural students are rapidly increasing by more than 5 times in 10 years in line with the decrease in the school-age population (Ministry of Education, 2022), the number of character illustrations is far less than the reality. Inclusive education for students with disabilities was the most unsatisfactory among the three aspects. 5th and 6th grade textbooks did not include a single illustration related to special physical education, and publishers who did not feature students with disabilities in textbook illustrations accounted for 13 out of 16 textbooks for 5th and 6th graders, a situation that requires attention before change. am. As the registered disabled population in Korea accounts for 5.13% of the total population, there is a need to strengthen integrated education elements in textbooks.
Based on the analysis of inequality factors in the 5th and 6th grade physical education textbooks in the 2015 revised curriculum, it is necessary to write a more balanced textbook from the perspectives of gender equality education, multicultural education, and inclusive education for students with disabilities in the 2022 revised curriculum.