The pressing need to promote gender equality in today’s globalized society is underscored in Sustainable Development Goals and juxtaposed with the goal of cultivating global citizenship. Despite these efforts, mainstream post-colonial discourse on Maghrebi women categorizes them as less citizens neglecting ‘the complexity’ of their lives and experiences. The scarcity of research that depicts Algerian women’s experiences along with the treatment of the topic of gender as ‘taboo’ restricted opportunities on researching this important category of society. While there are numerous studies conducted in the Algerian context on female’s stereotypical depiction and invisibility in school textbooks, the discussion of the topic remains ahistorical. It relegates the status of women as ‘the oppressed’ which runs the risk of reproducing colonial epistemologies. Guided by Goffman’s gender stereotype theory and Multimodal Critical Discourse Analysis conceptual framework, the paper draws on data collected from four standardized English language school textbooks that are currently used in Algeria. The textbooks content affirms the ‘subaltern’ categorization of Algerian women through emphasizing their deagentialization, dependence, and disempowerment. These findings have implications for gender equity in Algeria, the Maghreb, and the broader North Africa contexts.

中文翻译：

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解构阿尔及利亚标准化英语学校教科书中的性别陈规定型观念：对公平教学材料的影响

可持续发展目标强调了当今全球化社会促进性别平等的迫切需要，并与培养全球公民意识的目标并列。尽管做出了这些努力，关于马格里布妇女的主流后殖民话语仍将她们归类为低等公民，忽视了她们生活和经历的“复杂性”。缺乏描述阿尔及利亚妇女经历的研究以及将性别主题视为“禁忌”的研究限制了研究这一重要社会类别的机会。尽管在阿尔及利亚背景下对教科书中女性的陈规定型描述和隐身现象进行了大量研究，但对该主题的讨论仍然是非历史的。它将妇女的地位贬低为“被压迫者”，这冒着复制殖民认识论的风险。本文以戈夫曼的性别刻板印象理论和多模态批判性话语分析概念框架为指导，借鉴了阿尔及利亚目前使用的四本标准化英语学校教科书收集的数据。教科书内容通过强调阿尔及利亚妇女的去代理化、依赖性和剥夺权，肯定了阿尔及利亚妇女的“底层”分类。这些发现对阿尔及利亚、马格里布和更广泛的北非地区的性别平等具有影响。