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Article
Publication date: 20 June 2022

Shalva Tabatadze and Natia Gorgadze

This study aims to explore gender equality in school textbooks in Georgia.

361

Abstract

Purpose

This study aims to explore gender equality in school textbooks in Georgia.

Design/methodology/approach

The research had the following questions: To what extent are women and men visible and represented equally in school textbooks? How do school textbooks promote gender socialization of boys and girls to be treated equally in terms of power and privileges, superiority and inferiority? Do school textbooks promote critical thinking and analysis of gender issues and problems? The content analysis of the qualitative research method was used to answer the research questions.

Findings

The research revealed that males remain more visible in school textbooks; however, the authors mainly attempt to balance the gender representation in textbooks quantitatively. The textbooks do not socialize girls and boys as equals in power, privileges, superiority and inferiority. The textbooks do not provide room for discussing gender and social justice issues.

Originality/value

The study is an original work. The study contributes to the development of the field of multicultural education, as it develops the three levels model of gender socialization based on the empirical research data. The first, detection level, implies the visibility of both boys and girls equally in school textbooks. The second, the recognition level of gender socialization, acknowledges gender equality in occupations, activities and power and privileges. The third, the affirmation level, develops a critical understanding of gender issues and gender equality in society.

Details

Journal for Multicultural Education, vol. 17 no. 1
Type: Research Article
ISSN: 2053-535X

Keywords

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Article
Publication date: 9 April 2018

Shalva Tabatadze and Natia Gorgadze

The purpose of this paper is to assess the intercultural sensitivity of students in teacher educational programs at higher education institutes (HEIs) in Georgia.

673

Abstract

Purpose

The purpose of this paper is to assess the intercultural sensitivity of students in teacher educational programs at higher education institutes (HEIs) in Georgia.

Design/methodology/approach

This research explored the intercultural sensitivity among 355 randomly selected students in teacher education programs at higher education institutions in Georgia. A questionnaire based on the Development Model of Intercultural Sensitivity (DMIS) and Cushner et al. (2006) model of sources of cultural identity was developed as a research instrument and adjusted to the Georgian context to measure the students’ intercultural sensitivity.

Findings

The results showed that a majority of the students were in the ethnocentric phase of intercultural sensitivity, as defined by Bennett (1993); students in teachers’ educational programs were selectively sensitive to different sources of cultural identity; students were selectively tolerant to different groups in the population with the same source of cultural identity and the level of educational attainment, as well as the location of the higher education institution affected students’ level of intercultural sensitivity.

Practical implications

The findings of this study carry valuable practical importance as they can be used to improve teacher education programs at higher education institutions in Georgia.

Originality/value

The study has scientific value in that the instrument used to assess intercultural sensitivity was developed for the Georgian context, and students’ intercultural sensitivity to 12 different sources of cultural identity was investigated.

Details

Journal for Multicultural Education, vol. 12 no. 1
Type: Research Article
ISSN: 2053-535X

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Article
Publication date: 3 July 2017

Shalva Tabatadze and Natia Gorgadze

The purpose of this paper is to explore affirmative action policy in higher education (HE) admissions in post-Soviet Georgia.

190

Abstract

Purpose

The purpose of this paper is to explore affirmative action policy in higher education (HE) admissions in post-Soviet Georgia.

Design/methodology/approach

The study analyzed the effectiveness of the quota system from the perspective of the “minority rights protection” and “diversity” paradigms. The study used content analysis, focus group discussions, and interviews research methods.

Findings

Research revealed several important patterns: the problems of minority education are associated with academic achievements as well as social integration; although the importance of diversity is evident in the Government of Georgia, the benefits of diversity are not realized fully through affirmative action policies in institutions of HE. The authors have argued that the shift from the “minority rights protection” to the “diversity” paradigm is necessary to solve minority students’ existing problems and to benefit from the positive effects of diversity on academic and democratic outcomes for all students.

Practical implications

The findings of this study have practical importance. They can be used for the implementation of the affirmative action policy in HE admissions system of Georgia.

Originality/value

The paper is based on original research conducted in Georgia and the study contributes to the development of the field of multicultural and minority education in Georgia.

Details

Journal of Applied Research in Higher Education, vol. 9 no. 3
Type: Research Article
ISSN: 2050-7003

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