Deconstructing Gender Bias in Arabic Language Textbooks Through Digital Critical Discourse Analysis: Bridging SDG 4 and SDG 5

Abstract

Numerous studies have analyzed Arabic language textbooks from various perspectives; however, critical explorations of gender equality issues within the framework of non-Arab narrative traditions remain significantly underexplored. This study deconstructs gender bias in Arabic language textbooks shaped by non-Arab narrative traditions by employing a comparative Digital Critical Discourse Analysis (Digital CDA) approach. It systematically examines gender representation in Arabic textbooks officially approved by the Government of the Republic of Indonesia and widely adopted international Arabic textbooks. Drawing on Fairclough’s Critical Discourse Analysis framework and Van Leeuwen’s Social Actor Representation model, this research digitally analyzes multimodal elements—including pronouns, nouns, verbs, occupational roles, firstness, stereotypes, and visual imagery—to uncover systematic patterns of gender bias, underrepresentation, and stereotyping. The findings reveal a consistent gender imbalance in which male representations dominate the public and professional spheres, while female figures are disproportionately confined to domestic, passive, or stereotypical roles. These patterns subtly perpetuate patriarchal ideology, influenced by cultural, religious, and authorial choices embedded in both the textual and visual architecture of the teaching materials. This phenomenon is uniquely revealed through a systematic multimodal investigation using Digital CDA. Notably, the grammatical features of Arabic as a gendered language further complicate the deconstruction of these ideological structures. This study bridges its findings with the United Nations Sustainable Development Goals, particularly SDG 4 (Quality Education), especially Target 4.7 on gender equality and sustainable development, and SDG 5 (Gender Equality), which aims to empower all women and girls. As a fundamental human right, gender equality demands that educational materials actively dismantle—rather than reinforce—discriminatory ideologies. As demonstrated in this research, Arabic language textbooks containing gender bias hinder the creation of an inclusive learning environment and perpetuate discrimination. The recommendations put forward include curriculum revision and government initiatives to promote gender-responsive Arabic language textbooks to achieve balanced representation. This study contributes to the still-limited body of comparative Digital CDA research in Arabic language pedagogy in non-native Arabic-speaker environments and multicultural Islamic educational contexts. At the same time, it offers practical insights for advancing gender-responsive education globally.