History didactics; content analysis; foreign History textbooks; gender dimension

The study presents the results of qualitative content analysis of foreign (British, French and Swiss) History textbooks for upper secondary schools from a gender perspective. The author defines the main criteria for analysis and evaluation of educational media and provides examples of gender implementation into textbooks which may serve as an inspiration for Czech textbook authors. The analysis focuses mainly on the chapters tracing the development of women emancipation as an important socio-historical process, updating of historical topics and the emphasis on activization methods, educational projects and multiple use of primary sources related to gender issues.

Qualitative content analysis has shown that the majority of British, French and Swiss History textbooks devoted to gender issues from one to ten double pages. The thematic center lies primarily in the interpretation of women emancipation in the 19th and 20th centuries, the struggle for the right to vote, the life of women during two world wars, the changes in social roles of women in the post war period, especially the huge emancipation in the seventies. The emphasis is on the national context and specific features of women history in particular countries. The most striking feature of the didactic narrative is inquiry-oriented text analysis based on the iconic and verbal sources. Learners are encouraged to express their own opinion, to argue and compare historical phenomena with the situation in other periods. Productive learning (writing letters, posters and comics) is also encouraged as well as comparison with the situation in contemporary society.