TOWARD GENDER-RESPONSIVE LIFE SKILLS EDUCATION: A TEXTBOOK DEVELOPMENT MODEL FOR JUNIOR HIGH SCHOOL

Abstract

Gender-responsive education has gained increasing attention, particularly in developing countries where gender disparities persist in schools. Despite UNESCO’s (2005) advocacy for gender-inclusive curricula, many textbooks still reinforce biases through language, illustrations, and stereotypical role portrayals. Studies in Indonesia and globally reveal persistent imbalances, with masculine pronouns, male-dominated occupations, and passive female depictions prevalent in textbooks. This paper proposes a framework for developing gender-responsive, life skills-based English textbooks, aligning with UNESCO’s guidelines to counteract bias and promote equity. Key considerations include balanced language use, equitable character representation, and inclusive illustrations. The framework emphasizes Research and Development (R&D) phases—needs analysis, literature review, design, validation, and revision—to ensure textbooks foster critical thinking, self-awareness, and gender equality. While this study offers a theoretical model, empirical validation is needed to assess its practical application. The findings underscore the urgency of integrating gender-responsive principles into textbook design to support equitable education and empower students as agents of social change.