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dc.creatorMoreno Fernández, Olgaes
dc.creatorMoreno Crespo, Pilares
dc.creatorPedrero García, Encarnaciónes
dc.creatorHunt Gómez, Coral Ivyes
dc.date.accessioned2021-05-11T12:37:10Z
dc.date.available2021-05-11T12:37:10Z
dc.date.issued2019
dc.identifier.citationMoreno Fernández, O., Moreno Crespo, P., Pedrero García, E. y Hunt Gómez, C.I. (2019). Spanish first cycle primary school textbooks’ graphic representations. A study on gender, culture and functional diversity. Pedagogika, 136 (4), 67-88.
dc.identifier.issn1392-0340es
dc.identifier.urihttps://hdl.handle.net/11441/108866
dc.description.abstractThis paper analyses graphic representation of gender, functional and cultural diversity in Spanish Primary Education textbooks. A sample of 528 images from three different textbooks by three of the main publishing houses in Spain was studied. Results showed equal representation in terms of gender. However, textbooks still do not sufficiently include graphic representations of cultural or functional diversity. Greater efforts are needed to ensure that text-books reflect the classroom‘s reality and that diversity normalized in schools.es
dc.formatapplication/pdfes
dc.format.extent22 p.es
dc.language.isoenges
dc.publisherLithuanian University of Educational Scienceses
dc.relation.ispartofPedagogika, 136 (4), 67-88.
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectDiversityes
dc.subjectPhotographses
dc.subjectIllustrationses
dc.subjectTextbookses
dc.subjectPrimary educationes
dc.titleSpanish first cycle primary school textbooks’ graphic representations. A study on gender, culture and functional diversityes
dc.typeinfo:eu-repo/semantics/articlees
dcterms.identifierhttps://ror.org/03yxnpp24
dc.type.versioninfo:eu-repo/semantics/publishedVersiones
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.contributor.affiliationUniversidad de Sevilla. Departamento de Didáctica de las Ciencias Experimentales y Socialeses
dc.relation.publisherversionhttps://doi.org/10.15823/p.2019.136.5es
dc.identifier.doi10.15823/p.2019.136.5es
idus.validador.notaAlejandro González Vegaes
dc.journaltitlePedagogikaes
dc.publication.volumen136es
dc.publication.issue4es
dc.publication.initialPage67es
dc.publication.endPage88es
dc.identifier.sisius21926493es

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