Vol. 04 No. 01. July-September 2025 Advance Social Science Archive Journal 4134 | Page ADVANCE SOCIAL SCIENCE ARCHIVE JOURNAL Available Online: https://assajournal.com Vol. 04 No. 01. July-September 2025.Page#.4134-4148 Print ISSN: 3006-2497 Online ISSN: 3006-2500 Platform & Workflow by: Open Journal Systems https://doi.org/10.5281/zenodo.17178550 Feminist Lens on Educational Content: Analyzing "Sughar Zaal" in Sixth Grade Sindhi Textbook Dure Shehwar Soomro MS Scholar, Department of Applied Linguistics and Allied Studies, NED University of Engineering and Technology Karachi dureshewars999@gmail.com Muhammad Hassan Abbasi Lecturer, Dawood University of Engineering and Technology Karachi hassan.abbasi@duet.edu.pk Anum Abrar Lecturer, Sindh Institute of Medical Sciences, Karachi abrar.anum94@gmail.com Abstract Curriculum in the native languages narrates the societal outlook and reflects the cultural norms about the gender and its role prevalent in the community. This study critically examined the lesson "Sughar Zaal" from the Grade six Sindhi language textbook by the Sindh Textbook Board. By applying Walby's patriarchy framework integrated with Fairclough’s framework, this study explored how these roles are perpetuated through the content, highlighting how societal structures shape students' perceptions of gender. For this purpose, qualitative case study was undertaken, and the text was analyzed using content analysis by Critical discourse analysis (CDA). The analysis revealed that the portrayal of women in the lesson predominantly reinforces traditional gender roles, positioning women primarily as caretakers and homemakers. The findings suggested that such representations contribute to the reinforcement of gender stereotypes, influencing students’ understanding of women’s capabilities and place in society. The study advocates for a revision of textbooks to align with more progressive and equitable representations of gender, emphasizing the need for educational content that challenges traditional norms. This research contributes to the growing body of literature on gender bias in educational materials and calls for further studies into the impact of textbook content on students’ gender perceptions. Keywords: Patriarchy, Gender Roles, Sughar Zaal, Sindhi INTRODUCTION Textbooks are not just tools for delivering knowledge; they also carry implicit messages that shape students’ understanding of the world. These hidden messages, embedded in the content, can influence how students perceive social norms, roles, and relationships. In Pakistan, where