Article 1:

Gender Stereotypes: A critical Analysis of the Depiction of Female

Characters in the New Ethiopian High School English Textbooks

Habtam Fikru
Woldia University
Email: habtshabi@gmail.com

Abstract

The new Ethiopian high school English textbooks published in 2011 are better than
the former ones as they included some literature works extracted from different
sources, which are very important for students to bring further development and
awareness. The main target of this article is to explore the portrayal of female
characters and to question textual inscriptions that define women and men for
particular gendered positions in each literary piece. In each unit of these English
textbooks there are literary texts. So from these English textbooks 21 literary extracts
are selected on the basis of their depiction of characters and analyzed critically by
using Marxist feminist perspective so as to realize how female characters are depicted.
The literary pieces are extracted from different literature works such as novels, short
stories, poems, songs, etc. However, throughout the representation of female
characters, in all literary texts but a few, are drawn on the ground of gender stereotype,
patriarchy, lack of intellectuality, motherhood, leadership, economic dependency and
suppression and other forms of cultural traditions. The textbook designers and planners
give little attention for patriarchy. They cannot select literary extracts from variety of
texts which are crucial to correct patriarchal ideology of young learners by creating
conscious women. Hence, it is important to insight vital awareness for them while
they select and include literary excerpts, and it uses as an input for their entire work.
Furthermore, it helps to reshape the social structure and cultural conditions of the
society in different aspects of females’ experiences; and young students develop
awareness about themselves and their friends to treat equally with males.

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Keywords: patriarchy, gender stereotype, motherhood, ideology, leadership,
intellectuality, Marxist feminist, economic dependency and suppression

Introduction: Rethinking Textbook Designing, planning and selecting

Women are being traditionally suppressed by gender stereotyped socio-cultural and

economic discrimination, and have less opportunity than men in different aspects.
According to Delphy cited in Tyson (2006) women are responsible to do domestic
chores at home for twenty four hours long without specifying holydays and their
total working hour is longer than men, but it is not recognized as a real labor deserving
of pay. For a long period of time, most Ethiopian rural women also face a number of
hardships such as taking care of babies and their husbands, children, sick and elderly
persons, collecting fire wood, fetching water by walking long distance, cooking,
grinding and walking by carrying loads on heads and babies on their backs on barefoot
without getting balanced diet. However, as Nahom’s (2012) study states, after two
or three decades a few are privileged for some improvements compared with the
earlier times, and it works to bring a change throughout economical, social, political,
psychological and cultural situations. Moreover, Sheila (2005, 12) “women were
now free in their personal lives. Women feel free, freer than their mothers. Most can
choose what to wear, when to have children, what to read.” But it does not mean that
gender discrimination is corrected completely rather it is on the way of improving
steadily because the problem is still alive in most parts of the country, especially in
rural villages, as there are females who are suffering from gender related oppressions.
Furthermore, through patriarchal society’s language is used as a tool to suppress
women because woman is an idealized projection of males. Faiclough (1989) cited
in Sara M. (1995) suggested that language has an influence to undermine some people
by others, so the content of language plays a vital role to reflect gender discrimination
in relation with social, cultural and economic levels.

Another critic, Eagleton (1983) stated that language as a battlefield where

contradictory classes opposing sexes or other forms of groups having conflicting
interests fight each other. As a result, feminist reading, writing and literature is a
direct weapon to uncover and balance the dominant power of patriarchy because as

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Sara M. (1995) said that language analysis is used as a method of justifying an initial
reaction experienced by the reader.

Hence, the language of the selected literary pieces in the new Ethiopian high school
English textbooks is mostly written in favor of males and the ideas are male centered.
Female characters are depicting on the basis of societal assumptions and they are
often selected from male writings; female writings are not recognized (except Mary
Abago’s Sour honey). Indeed, most of the literary works are written by patriarchal
authors and reveals their experiences which makes difficult to get enough model
texts to include in the student’s textbooks. As a result, it is essential to adopt Marxist
feminist and patriarchal men and women as a tool to fight gender discrimination by
questioning and resisting it because Marxist feminist strive to correct the economic
system, ideological suppression of class and gender and try to restructure power of
hierarchy. In this regard as put by Mills and Pearce (1996), the development of Marxist
feminist approach assess the representation of patriarchy in texts to make clear for
readers and critics. Family and division of labor lead women to be economic dependent
and oppressed class. In the society, the long tradition of male rule, silenced women’s
voice and treated their concern unfairly. Therefore, Marxist feminist works the ends
of the intention of the capitalist consumerism. As Hans (2001) “Women have been
denied important rights, it was almost inevitable that a Marxist feminist would emerge
that saw women as constituting a seriously under privileged class.” They work
exhaustively to correct the socioeconomic system and ideological justifications of
class or gender oppression. Both of them admit their assertiveness in their all over
demand and try to restructure the current power of hierarchy that has been experienced
for centuries. Mills and Pearce (1996) write about significance of Marxist feminist
criticism on the part of academic discourse, the development of this movement during
late 1970s and early 1980s is meant it became possible for readers and critics to
make clear and explore the representation of patriarchy in texts from all historical
periods authored by women as well as men. Marxist feminist works on material
production for the society against poverty and under education particularly for a
separate oppressed class like women. It concerns all the social phenomena inside or
outside home works as human beings are themselves result of their economic and
ideological surroundings. In the same vein, in the cultural production of literature,
this theory determines how ideology support or degrade the socioeconomic system
or power of hierarchy.

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Therefore, this article focused on the critical analysis of the portrayals of female
characters in the literary text excerpts and poems and demonstrated what is to be
studied in it. It recommends generating Marxist feminist males and females in schools
and in the communities in consistently. The issues are divided into three sections
such as gender discrimination on job stereotype, education and ideology are used
exhaustively to examine these extracts.

Job Stereotype

In this section, it is attempted to discuss gender discrimination towards job stereotype,

economic oppression and dependency of female characters in the selected literary
text excerpts. It is tried to explore how female characters are portrayed and exposed
for job stereotype in each literary extract.

In the prose excerpts and the poems of the following literary texts, the main characters
in each story are males who perform tasks and activities in government organizations.
For instance, from the extract of Henery Barlow’s ‘Building the Nation’ the story
teller discloses about the job that he and his boss does. There are no depicted influential
female characters on the way of performing tasks and responsibilities in the
government ministry as other male workers. Thus, it can be realized from this excerpt
and perceived that women are not privileged to work in government ministries and
offices. They are placed in the canon of domestic works because, as to him, to be a
manager or a driver is allowed for males not to females. So he is influenced by
patriarchal view point. Here are some lines:

Today I did my share

In building the nation
I drove a Permanent secretary
To an important urgent function
In fact to a luncheon at the vic. (p.82)

As it is shown above, the text tells us about the daily responsibilities of the permanent
secretary and the driver in the government ministry. They are very busy with their
jobs so as to serve nation; however, the fact goes beyond the expectation of the

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reality of job principles of government ministry. Not only working in an office but
also having lunch. There are no depicted powerful female characters participated in
such a way. As it is indicated the driver and his boss are favored characters in the
story who are males.

In the same vein, the extract from Achebe’s ‘No longer at ease,’ there are no influential
female characters who work in the government office like Obi. They are restricted at
home. The text does not want to recognize them (females) rather it reflects that there
is job stereotype. Here are some lines:

It was again the season for scholarships. There was so much work now that Obi had
to take some files home every day. He was just settling down to work when a new
model Chevrolet pulled up outside. He saw it quite clearly from his writing desk.
(p.83)

As can be seen above, the officer-Obi was very busy of selecting and recommending
the competitors at office and also at home. There are no powerful female officers
mentioned who work with Obi in similar position. The only actively participant
worker in this short story extract is Obi.

In the poem by Timothy Wangusa, there is job stereotype as the narrator prophesied
what will happen in his future while he drives his taxi and his (the narrator) characters
are males like men travelers, the traffic man, etc. Thus, it can be inferred that women
are stayed at home rather than moving place to place to work or for other purposes
by vehicles and he did not mention about the work of traffic woman. This leads
students to the construction of stereotypical positioning of females. Certainly, there
is much more going on this discussion than merely the stereotyping of women. The
narrator makes a boundary for females by restricting them to do house works and not
to do job like driving a taxi or becoming traffic woman. The text suggests that females
do not expose to car accident since their location of work place is around their homes.
Here is the extract:

I see that I shall perish upon this road

Driving men that I do not know
This metallic monster that now I dictate,

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 This docile elaborate horse,
That in silence seems to simmer and strain,
Shall surely revolt some tempting day.
Thus shall I die; not that I care
For any man’s journey,
Not for proprietor’s gain,
Not yet for love of my own.
Not for these do I attempt the forbidden limits,
For these defy the traffic-man and the cold cell, (p.162)

As it is labeled above, the text does not discuss about the peril of females’ throughout
his prophecy which seems no more concern about them (females). In this text, the
driver is worried about himself and male travelers towards the danger of driving taxi
not for females.

Thus, from the above literary extracts, young students perceive that being in position
to work in government ministries and offices are given for males. So it has its own
influence on female students’ mind. They develop frustration and lack of confidence
to be managers or other related authorities.

In the same line, the poem by G. Adali- Mortti reveals the experience of his childhood
memory towards palm leaves and their activities of their (the narrator, his brothers
and father) outside home, tasks that they did. We can infer this from the following
lines:

When I was very small indeed,

And Joe and Fred were six-year giants,
My father, they and I, with soil
Did mix farm-yard manure.
In this we planted coconuts, naming them by brothers’ names. (p.243)

As can be seen above, the text describes the nostalgia of the narrator’s childhood
experiences towards him, his brothers and his father how they plant and look after
the palm trees. When they did such field works, neither the narrator’s sister(s) nor
mother had not any role participate in such field works rather they left to do domestic

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works which should be left for women in the traditional society. Moreover, this
extract does not reveal the narrator’s childhood memory towards domestic works.
Therefore, in this poem it is observed that there is gender discrimination on job
stereotype as a mother and a sister did not recognized.

Gender discrimination is a significant element in the society. As Harding cited in

Lorraine (1989, 41), “If society wide, men shared equally in infant care taking and
the day to day maintenance of self and others, and if women shared equally in the
labor of ruling, gender would not produce at all.”

However, it is not observed from the following extract of Mary Abago’s ‘Sour honey’,
the text reveals the female character - Maria’s mother as hurt woman in economy.
Even though she is the first wife of Oweka, she leads poor life. Her husband-Oweka
manages all food supplies and material production for his two wives and children
without including the three daughters’ school fee since he refused to send them to
school. He thought going to school for girls is forbidden rather learning house work
responsibilities and getting married is encouraged, as him and traditional society,
women are less privileged than men in education. When he forwarded his decision
towards the three girls, he did not want to give a chance of making decision and did
not consider his wives intention as they were mothers. The only decision maker is
Oweka-father.

The children grow up. It was difficult to tell which the first was and last born among
the children of the second wife. Nonetheless, Oweka was very proud of them. They
were sent to school, but only three boys. Oweka refused to send his three girls to
school. It was not their privilege to learn. Their work was to learn how to dig cook
and later on get married. (p.44)

Here, the narrator tells us Oweka is polygamy and had children from his two wives.
However, he does not allow his daughters to go to school as his sons. He decided to
place his three girls in the canon of domestic labor at home. The societal structure
towards gender discrimination made him not think beyond the boundary of women
and men and does not give equal value for his daughters as his sons on their future.
Due to this fact, women have less access in decision making, education, economy
and authority on their properties, which results not to go far and have a better life.

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Thus, in the above extract, we can realize that Oweka’s wives do not have any role to
change their husband’s wrong decision since he placed himself as a head of the
family and rules the house hold superiorly. Since he is the only income generator for
the family, they are economic dependent.

In the same line, alike Oweka, his second wife is possessed by patriarchy-share
similar intention about her daughters. “….unlike the second wife…” (line,5) This
shows that not only Oweka but also his second wife having strong belief in patriarchal
ideology. She (second wife) did not oppose his attitude because her notion was also
shaped by the traditional society; in such society the women’s feelings, opinions,
awareness and perspectives are highly suppressed by men. We realize that this woman
is highly dominated by similar understanding with her husband about girls’ education.
On the other hand, his first wife-Maria’s mother does not want to accept his decision
towards Maria- her only daughter like his second wife. As a result, he strikes his
wife so as to stop her because he is afraid of Maria might fail to do domestic works
and fail to get married as anyone of traditional fathers. We can deduce this from the
following:

…Oweka did not like this at all. Maria was failing to learn the ways of the kitchen
and she might in future fail to get married. He tried to stop his wife from earning
money but she protested bitterly. Each night, Oweka beat her to stop her but each
morning she carried fire wood to the shopkeeper. (p.45)

In this excerpt, the narrator tells that Oweka insisted his wife to carry out what he
decided of Maria by striking severely and repeatedly; and he tried to invalid her
commitment. He also wanted to make weaken her strong vision about her daughter.
He does this as it is the norm of the society that male supremacy at home and outside.
Oweka is the head of the family; he makes decisions and rules the household. For
this reason, he treated his poor woman unfairly.

In this short story, the text tells us also her relentless struggle to cover her daughter’s
school fee even if she is economically poor and severely dependant. We can understand
this from the following:

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 She wanted her daughter to go to school. She knew her position well. Maria was her
only child and if she was to lead a poor life then she had no other child to look to as
a source of comfort. She was very poor but she scratched everywhere to get money
to send her daughter to school. She made a contact with a shopkeeper in the nearby
trading center she sold him firewood at a meager price…. (p.44)

From the above extract, Maria’s mother was optimistic towards her daughter’s future
if she (Maria) learned. Her poorness did not restrict her wish of Maria rather she
paid endless effort to cover the school fee. Her effort was beyond her husband’s
strong decision. Oweka does not want to share her burden although he is the father
of Maria. She was hurt by hard work from dawn to dusk. Furthermore, her husband
became fierce to stop her earning money for Maria’s school fee every night. For this
reason, we can put forward that women are committed for their strong vision in
order to bring real changes in their lives and their families.

We can also understand from the above extract Maria’s mother is economically
dependent on the shopkeeper. To begin with, in the patriarchal society, succeed in
business is totally privileged for men not for women. As a result, the man who buys
firewood from Marias mother-the businessman in the extract-is a man not a
businesswoman.

Moreover, the extract from Camara Laye’s autobiography, the author narrates as
cooking meal, feeding, taking care, disciplining and other related responsibilities for
her husband, children and the apprentices left for the mother. As she lived in job
stereotyped society, she carried out all the domestic works which made her be
exhaustive. Her husband left all the domestic works for her to perform. He concerned
for only outside home responsibilities. As him it was not his business about his wife
and her burden of house works. We can realize this from the following extract:

In the morning when, after some persuasion, we rose, we found the breakfast ready.
My mother awoke at dawn to prepare it. We all sat around the great steaming dishes;
my parents, sisters, brothers, and the apprentices. There was one dish for men and
another for my mother and my sisters. (p.16)

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As it is indicated above, we understand that the woman (narrator’s mother) wake up
before anyone rise in the morning always in order to prepare meal for the whole
family and ready it by putting separately for men and her daughters including herself.
When she did this, she could not get any help from family members, as it is not
stated, and she was rendered as the only responsible one for working the house hold
tasks which left her to be tedious. In the same vein, she does not eat her breakfast
like other family members properly because she has not time to sit and eat the meal.
It is not considered by her husband and other family members and no one requests
her to eat as other family members even her husband. She is very busy; she makes
supervision in order to add something that they need while eating meal. Here are
some lines:

It would not be exactly right for me to say that my mother presided over the meal: my
father presided over it. Nevertheless, it was the presence of my mother that made
itself first of all. Was that because she had prepared the food, because meals are
things which are mainly women’s business? May be. But there was something more:
my mother, by the mere fact of her presence, and even though she was not seated in
front of the men’ dish, saw it that everything was done. (p.16)

According to the above extract, after the meal was ready to eat, it was not allowed to
her presided over it although she prepared it. It is a result of patriarchal society
stereotypic view. Indeed, since she prepared it, no problem if she presided over the
meal but such responsibility has been given to husbands or elders in the traditional
society. The text does not encourage her as he thought that meals are women’s concern
to prepare not presided over it. Here, the male character (father) has not any role in
the process of meal preparation but he becomes the former to preside over. Besides,
mother has not time to sit and eat her meal as other family members; but she performs
the roles without eating a morsel; as a principle, her portion is presented with her
daughters but she serves the family members according to their interest by supervising
what they need during meal time. No one in the family member remember her whether
she eats or not and totally they do not concern about her. As the same time, she
controls the discipline of the children during and after the meal.

When the meal was over, I would say: Thank you father. The apprentice would say
‘Thank you master.’ Then I would bow to my mother and say:

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 The meal was good, mother, my brothers, my sisters, the apprentices did like wise.
My parents replied, ‘Thank you’ to each one of them. Such was the rule. My father
would certainly have been offended to see it broken, but it was my mother, with
quicker temper, who rebuked and transgression. My father’s mind was with his work,
and he left these prerogatives to her.(p.16)

Here, we can deduce that after the family members and the apprentice ate their meal,
they thanked father first although the food was prepared and presented by mother.
They did not thank her but everyone told her about the food that she prepares how it
was good. We can perceive that their reason might be not being income generator for
their consumption-which let her not being thanked as father rather subjected her to
prepare and offer the meal. Then their burning issue is the food but not the woman
who did it. Furthermore, while they thank their parents, if anyone breaks the rule,
father becomes angry and pushes it to be corrected by his wife. He pretends himself
as busy with his work and has not time to give correction. This implies that doing
such responsibility is including with other domestic works thrown to his wife. As
well, if he thought he was busy, his wife had a free time to do that; however,
comparatively, he has time than her to make correction.

In addition, in the above extract, Father earns all the materials which are used for
food and other supplies for the family and the apprentices; but his wife is dependent
in economy. She stays at home by restricting to perform domestic works. She does
not protest suppression in economy and ideology rather she accepted it and has no
voice as if it is given naturally for her. The traditional society structured the
environment which is not suitable for her, but for her husband, which seems to be
she is created for domestic labor and living with such hardships without any complain
incase of the society’s job stereotype. This division of labor left her to believe in
patriarchal ideology by accepting the superiority of males by making herself inferior
and engaging herself in house works and left the outside ones for her husband. In
fact, being a woman has an influence; the society considers her as a house worker
and a mother which is exposed to be dependent to do anything without man’s good
will.

Furthermore, in the poem ‘Why the old woman limps,’ reveals all the tedious home
and outside home responsibilities performed by female character. She depicted as an

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old woman who walks with difficulty in case of injured legs resides in her hut with
her grandchildren. She is represented as a woman who has full of agony life during
her old age. This fictional character has the ability to manage in door and outdoor
chores at the age of sixty. The woman works all the jobs that are left to her by her
sons and their wives. She has to work morning to evening in order to complete all
the tasks, even at night she does not get asleep; she thinks about the jobs that will be
carried out the following day. No one helps her up to her legs became injured which
is a result of energy exploitation in her old age. As if she should get rest in such sixty
years, she works as youthful maid.

Do you know why the old woman sings?

She is sixty years old with six grand children to look after
While her sons and wives are gone to south to dig gold.
Each day she milks the goats, sells the milk to buy soap.
Feeds and washes the children, and tethers the goat.
In the evening she tells all stories of old at the fireside:
I know why the old woman sings. (p.252)

As it is shown the above lines, the text posits that the character is the only responsible
woman to perform all the tasks as an adult maid not as an old woman. Since she is
old, it is not easy taking care of six children even one, and milking goats is also
difficult; but she does it without any help and take it as her regular responsibility
until her sons and wives return back. However, it is difficult to suggest that they will
comeback in short period of time because the setting of the story is Malawi, which is
far from their work place - South Africa. Beside this, it is also difficult to deduce that
they return without any harm and rescue since they are migrants. For this reason, she
might stay with her grandchildren and together with such hardships for longer times.
Moreover, the narrator asked question about her why she sings, and he realizes the
reason might be about her past life experiences and compare with the present struggle
and also about her future. It seems to be assured not to give hand for such hardships
by expressing her commitment and working industriously, or might be about her
sons and their wives as they travelled far.

In the following extract the woman portrayed as a laborer who works day and night:

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 Do you know why the old woman sleeps?
She rests with the dark, at night she thinks of
Tomorrow: she‘s to feed the children and graze the goat.
She’s to weed the garden, water the seedling beans.
The thatch has to be mended; the barn yard cleared
Maize pounded, chaff winnowed, milt ground fire lit…
I do not know when the old woman sleeps. (p.252)

As it is indicated above, it is impossible for this old woman to take rest during day
time even after her work at night because she prepares herself by arranging her next
day’s schedule, since the responsibilities need to be done regularly if life continues.
The old woman is all minded; she adapted herself to do jobs which are left for men
in patriarchal society like mending thatch, even weeding garden, seedling bean and
grazing goat, all these works, more probably performed by her sons and other house
works such as pounding maize, chaff winnowed, millet ground, fire lit…done by
their wives. All these tasks are loaded on the back of the old woman, which make the
storyteller to be confused about the time when she went to sleep as she is very busy.
The narrator reveals that the old woman has also other responsibilities that she must
perform. We can infer as follows:

Do you know an old woman limps?

She goes to fetch water in the morning
and the well is five miles away.
Goes to fetch fire wood with her axe
and the forest is five miles the other way.
Goes to the fields to look for pumpkin leaves.
Leaving the goat tethered to the well tree
And hurries home to the children to cook:
I know why the old woman limps. (p.252)

As it is indicated above extract, we can deduce the other image of the woman that
performs her endless work during her old age. She begins her day by going up and
down she travelled five miles to fetch water and another five miles to collect fire
wood. Thus she travelled totally ten miles (seventeen kilometers) and went another
miles to the field to see the pumpkin leaves and untie the goats to the well tree. After

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all, she hurried to come back to home so as to prepare meal for grand children. Here,
the narrator asked another question about this old woman why she limps and knows
the reason.

In fact limping walk is caused by old age, but for this woman such problem became
double as a result of challenges she has to endure on her job, severe uphill struggles
like milks the goat, sells it, buys soap, feeds and washes the children, tethers the
goat, and grazes it, weeds the garden waters the seedling beans, mends the barn
yard, pounds maize and winnows chaff, grinds millet, lights the fire, fetches water in
the morning, goes to fetch fire wood with her axe, goes to field to look for pumpkin
leaves and cook. We realize that, she has the capacity to work at home and outside
home equally even though she was old and the job is tedious. She spends her time by
working domestic and outside home activities without any confines. Although she
lives in traditional society who believes and exercises patriarchy, she works all the
outside home responsibilities, not only domestic works. This character portrayed as
an endurance woman. So, we can conclude that women have the ability to work hard
and bring tangible change throughout their lives even during old age which young
students could learn from such extract.

Educational Scholarship

In the section educational scholarship towards female characters in the literary pieces
of these English textbooks for high school students it is attempted to show the
opportunity and female characters.

In the extract of ‘Leaving Miguel Street’ by V.S. Naipaul, the protagonist narrates
about himself, the feeling that he felt, while he left his home to go abroad for
scholarship; it describes about all the situations that happened at that moment. The
text made the young man to be beneficial of free scholarship in London. It is written
in the favor of males because there is no information about the competition if females
are participated or not. As the text reveals, there are not influential female characters
that became advantageous in scholarship. Then it can be deduced that the text reflects
patriarchal intention because in the patriarchal ideology, the society does not believe
in getting equal chance for education and females are not encouraged as it is expected

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that they cannot compete with males. The tradition mostly thought that females are
very busy in house works, having less academic performance and less opportunity to
go to school than males but not the reality. Here is the extract:

I embraced my mother.
I said to Bhakcu, ‘Uncle Bhak,I didn’t want to tell you before but I think your
tappet knocking.”
I left them all and walked briskly towards the airplane, not looking back, looking
only at my shadow before me …(p.157)

As it is clearly shown, the text describes about what happened while the young man
set off his journey to London for his scholarship.

Alike the extract from ‘Leaving Miguel Street’ by V.S. Naipaul, the extract from
Achebe’s ‘No longer at ease’ the text tells us about the competition of educational
scholarship. As it is shown all the characters are who are busy due to the seasonal
competition of scholarship and it is not mentioned if there are female applicants.

All I do is go through the applications and recommend those satisfy the requirements
to the Scholarship Board.”

“That’s all I want”, said the man. “Just recommend him.”

“But the Board may not select him.”
“Don’t worry about that. Just do your own…”
“Obi was silent. He remembered the boy’s name.” (P.84)

The extract above, reveals that Obi was thinking about the applicants of the scholarship
and remembers the boy who became in the short list. Therefore, whether the
businessman or Obi worried about male applicant but not females, no father was
alarmed about his daughter’s education. Then we can deduce that no one was
concerned about girls as it can be seen from the above extract. It is also the reflection
of the traditional society which does not give emphasis for girls’ education especially
the opportunity of scholarship since the society perceives that females cannot assist
themselves outside their homes such as living without their families by going abroad
for such kind of scholarship. For this reason, the traditional society does not allow

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daughters to lead their lives lonely everywhere because the tradition generalizes that
females are always considered as fragile, weak, dependent and coward. It is already
concluded that giving scholarship for females can be beyond their (females) capacity.
The tradition does not believe in women’s courage, and the society does not let them
be front bencher rather frequently placed them as a back benchers. Hence, according
to the above two literary extracts, female students being hopeless towards getting
scholarship as it seems forbidden for them.

Moreover, an attempt is made an analysis of the roles and depictions of female

characters in leadership. The ability of managing capacity and commitment being in
different positions of women compared with male counterparts is discussed as follow.
In the extract of ‘Operation Rhino’ by James Irungu and James Shimanyula, the
female character [Dr Hanna] is described as a committed woman for her aim so as to
perform her responsibility properly that she had been sent with her team. She
immediately began her mission wisely and politely. Here are some lines:

‘Don’t waste your sympathy on them, Dr Mwaura. They had none for the wild
life they were paid to protect. Incidentally, how many rhinos do you have left,
Mister?’
‘Oh, go away!’
Barasa turned to Hanna. ‘we’re not here to play games. Let me lock him up
until he accounts for the fifteen rhinos which were here last year.’
‘Yes, if he insists on refusing to answer your question.’
The sacked officer became uneasy. ‘We have ten left, ‘he muttered.
‘Give Dr Mwaura statistics of all species, big game especially,’ Barasa ordered
‘Also show her all the files concerning staff and assets.’
‘Yes let’s go.’ Hanna started moving towards the office, then paused to look
around the camp.
She addressed herself to the residents of the camp who were looking at her
curiously
‘It would be a nice place if the grass and pavements were trimmed. Instead of
staring
at me why do not you all start tiding up to make the camping ground more
comfortable for the new corners? (p.138)

16
As it is indicated in the above extract, Dr Hanna and her team started their mission
as soon as they reached the camp. They did not want to devote their time by making
quarrel with the officer and his deputy rather they go through the situation in the
camp to make it comfortable for the wild lives and attractive for visitors. Dr Hanna
and her team did not hesitate to takeover even the officer was shocked since he did
not expect such strange happening on his job. She argued that the officer towards his
responsibility to improve the situation of the camp. As a leader, she was wise, polite,
prudent, unlike the society thought female as emotional, quick tempered and unable
to fit be a leader. So, as it is indicated, as a leader, she played an important role and
she could show her capacity to bring a tangible change, but not as the traditional
society figure woman on the way of leadership. Fortunately, in this literary extract,
the depiction of Dr Hanna is a wonderful model leader for young female students in
order to practice leadership in their real life experiences.

However, in another extract, the text does not depict female characters on the position
of leadership. In Henry Barlow’s poem ‘Building the nation’ the text describes the
quality of the executive’s managing system in one of government ministry. The text
also describes about the driver and the way how he performs his responsibilities to
serve the nation. The permanent secretary did not work his duty properly but he
seems to be busy to do tasks until he suffers in stomach ulcer. It was not the fact that
he was very tired, not a matter of state, not highly delectated diplomatic duties rather
he became exhausted for his own duties. We can deduce this from the following
lines:

a) I drove a permanent secretary

To an important urgent function
In fact to a luncheon at the Vic. (p.82)

b) So the PS had ulcers too!

My ulcers I think are equally painful
Only they caused by hanger
Not sumptuous lunches! (p.82

As it is mentioned above, the text posits about the aim of the permanent secretary
towards his mission and he uses his authority in wrong way- simply to fill his gorge

17
with food and drink where as the driver is suffered by stomach ulcer due to hunger
but not in case of delicious meal as his boss.

In the same vein, in the extract of Achebe’s ‘No longer at ease’ the officer-Obi did
not experience good governance rather he received a bribe from the businessman to
help his son in the competition of scholarship. It is indicated in the following lines:

“My son is going to England in September. I want him to get a scholarship.

If you can do it for me here is fifty pounds.” He brought out a wad of notes
from the front pocket of his agbada. (p.83)

As the narrator reveals, the man brought money for Obi so as to select his son to get
the chance of going to abroad for scholarship even the boy cannot satisfy the
requirements. Actually he [Obi] was terrible about the money but he did not show
commitment by refusing it rather he kept it at his office.

In these literary texts, leadership goes in wrong way and beyond its ultimate goal
since it was exercised according to the officers needs and intentions but not the
principles and ethics of leadership to serve an individual or government organization.
So, when it is compared with leadership in the extract from ‘Operation Rhino’, is
devalued, but the traditional society still believed in males’ leadership than females.
We can give the same degree with the ‘Officer and his Deputy’ from ‘Operation
Rhino’ those ‘of Permanent Secretary and Obi’ from ‘Building the Nation’ and the
extract of Achebe’s No longer at ease.

In other ways, there is also gender stereotype reflection towards intellectuality of

female characters in the selected literary extracts. Their (females’) intellectuality on
events and happenings portrayed in these literary works mainly described as the
traditional society thoughts that seems females are not expected to be rational or
reasonable rather emotional and concerned in religious beliefs.

In the poem of Ezekiel Nassim ‘Night of the scorpion,’ the female character [the
author’s mother] was stung by a scorpion and their neighbors and the holy man
perform rites (curses and blessings). Here is the extract:

18
 They clicked their tongue.
With every movement that the scorpion made

a) his poison moved in Mother’s blood, they said.

May he sit still, they said.
May the sign of your previous birth,
be turned away to night, they said. (p.74)

My mother twisted through and through

b) groaning on a mat.
My father, septic, rationalist
trying every curse and blessing,
power, mixture, herb and hybrid.
He even poured, a little paraffin
up on the bitten toe and put a match to it.
I watched the female feeding on my mother.
I watched the holy man perform his rites
to tame the poison with an incarnation. (p.74)

In the lines above, the text describes about what the neighbors did when the author’s
mother was stung by the scorpion. They put forward their custom in order to decrease
the pain, and the woman advocated what the neighbors do towards the scorpion and
her pain since she wanted to recover from her suffering. He (the narrator) attempts to
tell us about the pain of his mother which the incantation of the holy man and the
curse of the neighbors that cannot ease her pain. However, the writer’s father tried
his best to help his wife by putting traditional medicine and paraffin; then the narrator
reveals him (father) as a factual and reasonable man unlike her (mother). His mother
became the agent of the perception which advocates the patriarchal view points of
sayings, blessing and curses that have not a direct relation with her pain and could
not bring any change to recover from her sting. Thus, the female character did not
depict as intellectual or reasonable woman, she cannot realize how the holy man’s
rites and the neighbors’ blessings and curses made the pain went away instead the
scorpion lost its pain by its own time.

19
Additionally, in the extract of ‘Leaving Miguel Street’ by V.S. Naipaul, the young
man’s mother also disabled by the experiences and their consequences of the customs
of the traditional society that they (society) use different signs and symbols to wish
good or evil through their lives in the future. So this woman (the narrator’s mother)
was influenced by such tradition and performed it as she wanted to know her son’s
fate. Here is the extract:

She placed a brass jar of milk in the middle of the gateway. I cannot
understand, even now, how it happened. The gateway was wide, big
enough for a car, and

a) the jar, about four inches wide, was in the middle. I thought I was
walking at the edge of the gateway, far away from jar. And I yet kicked
the jar over.
My mother’s face fell.
I said ‘Is a bad sign?’
She didn’t answer. (p.156)

My mother was crying, she said, ‘I know I not going to ever see you
in Miguel Street

b) again. ‘I said, ‘why? Because I knock the milk dawn?

She didn’t reply, still crying for the split milk. (P.156)

The above extracts show that the narrator‘s mother performed a traditional rite to
know about her son’s future whether he come back to his home or not, after she was
ready to accompanied him to the air port. According to her ceremony, unknowingly
the Youngman (her son) split the milk. Due to this reason, her heart fell and she
disturbed about him and began to cry as she had no hope to see him again. In fact,
there is not any relationship between the split milk and the young man’s returning
back to home after completed his scholarship but his mother was very worried. This
indicates that the text portrayed her as emotional and advocate of the traditional
sayings and mythical customs which have not any consequence with the present
situation or happening. She cannot comprehend the fact and the reality of things
which are not go together as she thought. Her son and even his uncle did not know

20
about what she did, the boy was confused and anxious, but he did not cry as his
mother because the society does not encourage males to cry but females.

Finally, they left their home and went to the airport fortunately, the Youngman’s
flight became post phoned to be after six hours and they came back to their home.
Here is the extract:

a) Then the news came, in Spanish and English, Flight 206 had
been delayed for six hours.
I said to my mother, ‘let we go back to Port of Spain’. (p.157)

I looked at the over turned brass jar in the gateway and

b) I said to my mother, ‘so this mean I was never going to comeback

here, eh?’
She laughed and looked happy. (p.158)

As it is indicated the above extracts, the woman concluded that she did not see her
son again before due to the split milk and it left her to be broken heart and to cry, but
in the same day after some hours, he returned back to home and ate lunch with his
families.

As a result, according to the text’s depiction of the female character, one can generalize
that the woman was unable to comprehend the reality of things rather imposed by
believing in mythical experiences which have not a direct relation with the reality of
what happened after some hours for her which is highly dominated thinking in the
traditional society.

Generally, from the above extracts of literary texts, we can realize that female
characters are depicted as the victims of emotion who are unable to give logical
reasons for the problems that they faced rather than considering in an intellectual
way. They could not able to take rational and reasonable measurements. For instance,
for scorpion stung the better one is taking medicine in order to recover from its pain;
for the boy who went to London in case of scholarship also accompanied is enough.
So the text book designers did not consider the influences of these stories i.e roles of

21
female characters on young students’ real life experiences because these women
characters are drawn on the basis of patriarchal typical mode of thinking which
make them feel inferior and discourage. They (curriculum designers) could not choose
literary texts which reveal women’s ability of comprehending events and reason out
it logically rather veil their (women’s) potential to solve troubles wisely.

Contesting of the Ideology

Ideology is a system of beliefs (or illustrations) that determines the way in which
people live. Ideology expresses itself through numerous forms of visual and verbal
communication through which ‘enterpellate’ individuals in an imaginary relation to
the world in which they live and through which, in capital patriarchal society, they
can these exploited. Mills and Pearce (1996).

Then it is necessary to put a limit on the theoretical ground of ideology in analyzing

the literary texts of the new English textbooks. Thus it is essential to assess the roles
and the image of female characters in relation to patriarchal ideology.

From extract of Mary Abago’s ‘Sour honey,’ when Oweka forward his own decision
towards his three daughters in order not to go to school, his second wife agree with
him, not Maria’s mother. We can infer this in the following extract:

Oweka refused to send his three girls to school. It was not their privilege to
learn. Their work was to learn how to dig, cook and latter on get married.
Maria’s mother, unlike the second wife, would not listen to Oweka. (p.44)

As it can be seen from the above extract, Oweka’s second wife accepted her husband’s
idea. She confirms that her daughters need not go to school. As the text illustrates,
she agreed with him to make her daughters be skillful in cooking and digging.
According to her understanding, education is forbidden for them as she did not argue
against his decision rather listened and applied what her husband prescribed. She
admits that the role of woman is restricted in domestic works. She did not valid girls
learning and competes with their counterparts-boys. She thought alike her husband
the females’ duty is only to be an expert in house works and getting married. As a

22
result, Oweka’s second wife became highly influenced by patriarchal ideology because
she approved her husband’s poor decision towards their daughters. She did not learn
from her rival–Maria’s mother.

However, Oweka’s first wife did not agree with her husband. She strongly oppose
his decision about her daughter and did not let her became restrict in domestic chores
and did not left her to be illiterate, rather she has strong desire about Maria to be
intellectual and works in public spheres. She disapproved the ideology of patriarchy
totally. This can be understood in the following line. “Maria’s mother, unlike the
second wife, would not listen to Oweka.” (line, 5). As it is indicated, Maria’s mother
did not agree with her husband rather she forward her decision without any hesitation.
She shows her courage by working hard in order to get money which covers Maria’s
school fee. In the patriarchal society, women are considered to obey all the decisions
from men especially wives from husbands. She exposed to severe economic
deprivation and physical violence. We can realize that she reveals her strong intention
so as to oppose patriarchal ideology. The following extracts can be good evidences:

a) She was very poor but she starched every where to get money to send
her daughter to school. She made a contact with a shopkeeper in the
near by trading center— (p.44)

… He tried to stop his wife from earning money but she protested
bitterly.
b) Each night, Oweka beat her to stop her but each morning she carried
fire wood to the shopkeeper, Oweka gave up.(p.45)

As it is mentioned above extracts, she lives in low economical standard but it did not
prohibit her from getting money for her daughter’s school fee. She shows her
commitment even her husband beat her; she struggles until her husband comprehend
her attitude.

Furthermore, in the extract of ’Song of Lawino’ by Okotp’Bitek the narrator narrates

about how Lawino cook meals in her traditional cooker. She learned it from her
mother-how to cook and serve the cooked meal for her husband and herself. Lawino
did not miss what her mother told her about house works and her husband‘s job

23
which is hunting and other outside home responsibilities. Hence, there is a job
stereotype and gender prejudice. The female character-Lawino portrayed as a
patriarchal woman. She became influenced by patriarchal ideology. Here are the
lines which reveal the above points.

I do not know
How to use foreign stoves.
My mother taught me
Cooking on the Acoli Stove
And when I visited my mother’s brother
I cooked meals on the lango stove. (p.162)

As it is indicated above, Lawino learned how to cook meal from her mother, due to
the fact that her mother had a patriarchal ideology. She did not help her daughter to
learn beyond cooking like modern education by sending her to school. Instead, she
insisted her to be skillful in cooking and feeding her husband and herself. In traditional
society, mothers are acknowledged by doing such tasks as women are privileged to
learn these skills which are adjusted by men that women would be. The reason is
that, if she fails in cooking and feeding her family, she might be in problem of getting
married in her future. Moreover, Lawino narrates about how to serve her husband.
We can infer this in the following…

And when your husband

Has returned from the hunt
Or from long day’s journey.
Give him hot porridge
in a half –gourd.(p.162)

From the above extract, Lawino tells us how to serve the meal for her husband after
tiring works. In fact it is good to offer food but the problem is the portion which was
not equivalent with each other when it compared. Moreover, he (her husband) has
not any contribution throughout its preparation like his wife. He is only restricted by
outside home works and waiting her until she prepared and provided it for him.

24
On the other hand, Lawino narrates about how to serve to herself after doing
exhausting works. We can realize this in the following lines:

And when I have

Been in the garden a whole day
weeding or harvesting in the hot sun.
On my return home
Give me water
in a large half- gourd. (p.162)

Here Lawino describes about her meal that she takes after doing laborious works.
She needs only water in a large half-gourd not hot porridge like her husband. She
admits the patriarchal ideology that conceives women have less appetite for anything
as it is stated in Tyson (2006) women have less appetite for anything. It is already
programmed by the society. Lawino acknowledges getting good and large meals for
men is advisable not for women-as it is stated. She does not take even a morsel of
food only large half–gourd of water. Hence, she is highly influenced by the cultural
value which encourages male supremacy in different aspects.

On the other hand, the female character in the extract of ‘The tale of a tap’ by Malimoto
has not developed the experience of patriarchal ideology because his wife replied to
her husband while he asked her to bring him jerry cans. She replied to him angrily
which is not encouraged by the traditional society. We can comprehend this from the
following extract:

There was a tap in our yard. “Quickly,” I told my wife, “bring out all the jerry
cans and buckets we have got.” She stood there staring at me with a hard
look, what jerry cans are you talking about?—(p.199)

As we can see from the above extract, the narrator tells us about his wife’s reply;
when he requested her to bring him jerry cans in order to fetch water; his wife became
angry with him towards his speech. She looked her husband furiously and questioned
him impolitely which is intolerable and totally forbidden for females giving such
response in patriarchal society rather men do. Fetching water is left for females but
the characters do not consider such role prejudice and stand against patriarchal

25
ideology. In this family there is gender equality, no more male supremacy. They share
household responsibilities equally. In the following extract we can understand this:

…I laid the full can proudly before my wife and still breathing from the
experience, waited for her praise. Only one little! Why it’s enough to fill
three basins, four basins if you like …” and demonstrate my point, I tipped
the water in to the sink “stop!” screamed my wife,” the plug isn’t in. All the
water …” (p.200)

In short extract, the man shares domestic works in order to help his wife; he did such
task without hesitation but proudly. Thus, this family experiences against the
patriarchal ideology by sharing house hold activities which are already divided by
the traditional society as women’s work and men’s Work.

However, in the extract of Ngugiwa Thiong’o’s Devil on the cross, the female character
called Wariinga undermines patriarchal ideology by projecting herself as energetic,
courageous, visionary, intelligent and brave. Here is the extract:

Today Wariinga strides along with energy and purpose. Her dark eyes radiating
the light of an inner courage, the courage and the light someone with firm
aim in life-eye, the firmness and the courage and the faith of someone who
has achieved something through self-reliance. What‘s the use of shuffling
along timidly in one’s own country?

Wariinga, the black beauty! Wariinga of the mind and hands and body and
heart, walking in rhyme harmony on life’s journey Wariinga, the worker!
(p.88)

As it is reflected above, all the words and phrases exactly draw Wariinga as genuine,
wise, brave, heroic, initiative, smart, confident and committed to achieve her goal
which is easily observed by looking her physical appearance; her internal strength
and endurance can be examined from her walking style, facial expression and body
movements. These are the result of hard work and capacity to perform it. She has not
time to use makeup and to follow fashions; her mind is with her success that she
intends to be. As Sheila put forward (2005, 114) “Many women said they wore make

26
up to feel confident about themselves or that it made them feel powerful.” Nonetheless,
the beauty practice use up their time, energy and money. So, for Wariinga, there is no
time to use makeup. All these express her great courage to be successful in her life.
She organizes all her body parts to reach her destiny that she intends to catch by
stretching her hands and shows her strong belief towards it. While she did this, she
did not rely on someone rather fight against the challenges that she faces throughout
her journey by showing her commitment. Thus, it can be comprehend that the female
character (Wariinga) uses her mind purposely to get success by standing against
patriarchal ideology since Patriarchal assumptions conceived women as weak,
powerless, passive, and not visionary or opaque.

The narrator reveals her as clever in mechanical engineering as can be seen in the
following extract:

Those who are not acquainted with her might not guess straight away that
this girl is mechanical engineer who specializes in motor vehicles and other
internal combustion engines. Those who like to be little the minds, intelligence
and abilities of our women might not believe that Wariinga is also expert at
fitting and turning, at forging and welding, at shaping metal to suit a Varity
of Purposes. (p.88)

As it is indicated above, the character (Wariinga) discourage patriarchal thinking by

showing her ability on mechanical works which are mostly performed by men. It is
not common field for females as it is considered that women are weak in physical
fitness and mentally less achievers than men. The society considers that females are
unable to fit for such works but can be done by male mechanical engineers. However,
Wariinga became a wonderful witness for such field to persuade traditional society
who experiences male supremacy. She is the best model in metal work which is not
common to be done by females. She is energetic and a woman of action who shows
her ability practically. She does not give much concern for job stereotype and reject
society’s typical canon of expectations of women. The narrator admires and
appreciates her towards her tangible courage.

Moreover, in patriarchal society, being a secretary is privileged for women where as

to be manager, director or employer is being for men. Thus, for female it is considered

27
that drinking and making love with executives and employers are criteria so as to get
such jobs (secretary and office girl) which make them to earn low salary. The
patriarchal thinkers do not see beyond this scope towards women rather they subjected
them in such ways even if they (females) are educated, they make them pity workers.
Nonetheless, Wariinga show her strong intention for such societal assumptions by
protesting patriarchal ideology and by making promise not to live with the will of
bosses.

Generally, Wariinga is portrayed as courageous and purposeful woman for her target
this implies if females are educated they can be as brave as males and resist the
societal awareness towards them to achieve their goal and to bring an intended result
in their life.

To sum up, it is attempted to elaborate how the selected literary text excerpts and
poems figured female characters on the base of gender discrimination in the new
high school English textbooks. Throughout the process of putting explanations in a
particular order, it is worthwhile to create some sort of view points of the way how
these selected literary texts portrayed female characters in each excerpt. So, from
the listed extracts the female characters are affected since the authors of the literary
texts reinforce deeply entrenched gender discrimination through the traditional gender
sentiments except from ‘Operation Rhino’, ‘the tale of a tap’ and ‘Why the old woman
limps’ and Ngugi wa Thiongo’s ‘Devil on the cross’ extract. However, from ‘Oweka
learns a lesson’ from ‘sour honey,’ ‘Night of the scorpion,’ ‘Acoli cooking’ from
’Song of Lawino,’ the extract from ‘African child’ (an autobiography of Camara
Laye) and ‘Palm leaves of childhood’, childhood memory, ‘The Narrow Path’,
‘Building the nation,’ the extract from Achebe’s ‘No longer at ease’, ‘A taxi driver
on his death,’ ‘Western civilization’ and ‘Vultures’ are similarly placed female
characters in patriarchal canon.

Conclusions

This article has tried to show gender related issues in the selected literary texts of the
new English textbooks. Regarding the selected literary texts, it could be concluded
that the portrayal of female characters in terms of representation and how far these

28
literary texts reinforce or question gender role stereotype. Nonetheless, in the three
literary text extracts, the depiction of female characters stands against patriarchal
ideology. Therefore, assessing each selected literary text towards the depiction of
female characters has its own influence for young learners on their real life experiences
whether to be stand against patriarchal ideology or accept it. As it has been shown in
the analysis, the selected literary text extracts and poems mainly portrayed female
characters as victims of gender discrimination, role prejudice and patriarchal
experiences and traditions. It may also create opportunities to seriously challenge or
question students’ gendered view of themselves and the world.

Hence, the curriculum designers and planners, who are responsible to select and
include such literary texts in each grade level English textbooks, they mostly chose
the texts which depict female characters under patriarchal suppression and gender
discrimination. In fact, as the textbooks are compared with the previous ones, for
both quantity and quality of including literary pieces, the new published ones are
really better. However, our students are living in such modern era; they are highly
exposed to globalization and new thinking about the world. Moreover, for rural
students, there is nothing new to learn from as they experience such gender stereotypes
and patriarchal assumptions. Thus, including such literary texts to be published is
mainly disregard by young students and also classroom teachers. Moreover, young
male students offend female counterparts in the classroom and outside classroom by
calling them by names of weak female characters from literature texts as nicknames.
This situation embarrassed female students rather than enjoying and learning
important experiences from those literary pieces.

Furthermore, in most literary texts, the images of female characters are shaped
different from males because during selecting and including these literary pieces
they (female characters) portrayed as a victims of hardships compared with males;
there is asymmetrical power relationships between females and males. Male characters
are privileged in economic conditions, scholarship, leadership, and job. Most authors
of the literary texts also write about what men have thought women should be in the
traditional society. So, curriculum experts consider such issues and the distribution
of the roles of characters as there is male dominated characters and male dominated
reading curriculums. Female characters are not obviously found in expressing their
feelings and experiences in written works like the poet G. Adali-Motti’s ‘childhood

29
memory.’ Women’s writings are less recognized than men’s to be included except
Mary Abago’s. So, the demarcation of roles of female characters in the literary texts
during selecting and including women authored literatures in the students’ textbooks
to be published must be in mind of text book designers and planners. It helps to have
pillar figures towards gender and its representations.

Therefore, the textbook designers and planners should consider the intention and
interest of young students while they select literary materials to be included. These
text books are recently published but their contents of literary works are not updated
according to the new generation’s life experiences that have adapted the motto of
equality between woman and man. Then it avails to choose sex-questionable literary
texts which make young female students to be courageous, motivated and visionary;
just for the female characters Wariinga and Dr Hanna, by showing their internal
quality and strength to perform any task that the society forbidden for females.

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