ABSTRACT
This chapter investigates the extent to which the textbooks designed for the teaching of non-literate adults in Morocco convey a culture of equity where women are represented in plural, balanced and non-discriminatory social roles. In so doing, it seeks to see whether the designed textbooks are free from gender discrimination and stereotyping, a necessary condition for promoting women’s literacy and ensuring their effective participation in society at large. While not claiming reversal discrimination against men, the present chapter aims at supporting efforts to counter sexist prejudice and invites textbook designers to use literacy as a means to convey ideas that promote task-sharing between men and women both within and outside the home and to project images that highlight the status of nonliterate women, assert their strategic needs and stress the importance of their participation in society. To this effect, the following general question is addressed:
To what extent is the subscribed content consonant with a perspective that seeks women’s empowerment?
