AN ANALYSIS OF CROATIAN LANGUAGE AND LITERATURE TEXTBOOKS FOR SECONDARY SCHOOL: AN EXAMPLE OF GENDER READING

The reasons for disregarding female authors and feminine traces in general in culture and history (national in particular) should in part be sought in the criteria for textbook content selection, assessment and 'canonisation'. Croatian language and literature textbooks for secondary school are a reflection of our educational system, which continues to insist on encyclopaedic amounts of (obsolete) information and outdated methodology. Novelties in gender awareness - the promotion of women, of non-traditional values, of non-sexist language, of critical thinking and of gender-wise sensitive interpretation in teaching literature are only erratic, inconsistent and superficial.