Gendered Discourse in Pakistani Classrooms: A Critical Discourse Analysis

Abstract

The objective of this study is to analyse how gendered discourses are constructed in context of Pakistan classrooms via critical discourse analysis. Based on realistic classroom narratives from various educational contexts, the study examines how gendered scripts and roles emerge, are reinforced or resisted in pedagogical arenas. This study is qualitative in nature to capture gendered discourse patterns in a learning environment. CDA is chosen as the main theoretical framework for enquiring how gender ideologies and relations regulate and are realised in the text of an IELTS institute in Karachi. Through the analysis of the observed and recorded teacher-student and student-student interactions, this study analyzes the linguistic features, power relation, as well as other micro affirmative and micro aggressive acts that rehearse or challenge gender normativity. The paper also focuses on the relationship between language, culture and ideology and shows how students, especially girls, can be excluded from learning and education. The study concludes that classroom discourse is a reflection of existing power relation in the society, thus shaping the student’s perceived power relations including gender power relations in educational settings.