Historical transformation of gender equality education in social studies (1924–2024)

Abstract

The aim of this study is to examine the historical transformation of gender equality and representations of women in primary and lower secondary school curricula implemented in Türkiye from the Republican era to the present, as well as in current Social Studies textbooks. The study was conducted using document analysis within a qualitative research framework. The data sources consisted of Social Studies curricula and their historical predecessors implemented between 1924 and 2024, together with the fifth-, sixth-, and seventh-grade Social Studies textbooks used during the 2024–2025 academic year. The data were analysed in accordance with Fairclough’s three-dimensional model of critical discourse analysis, encompassing textual, discursive practice, and social practice dimensions. The findings indicate that equality discourse in early curricula was constructed indirectly through the concepts of citizenship, duty, and national unity. Although rights, equality, participation, and respect for diversity have become more visible in recent curricula, gender equality has not been structured as an explicit and systematic educational objective. Despite the increased visibility of women in textbooks, traditional gender roles continue to be reproduced in certain textual and visual content. Consequently, educational materials should be reviewed regularly from an egalitarian perspective, and gender equality should be addressed through a holistic, explicit, and sustained approach.