Textbooks constitute a vital part of curricular material in gender education. To maximize the benefits of
education, textbooks need to be gender-balanced in representation and role identification and assignment.
This research study attempts to measure the transformative aspect of knowledge contained in school
textbooks in the context of gender. The study is based on the survey of English textbook (grade 10") taught
in public schools of Punjab, Pakistan from where data is collected both quantitatively and qualitatively. The
findings of the study indicate that the textual content suffer from gender disparity in presentation, gender
role identity and assignment. It also concludes that the textbook needs revision to render it more
progressively transformative.
