The aim of this study is to decipher the sexist codes that construct the discourse of "women on the stage of history" as a narrative on a linguistic basis in social studies and history textbooks. Document analysis, one of the qualitative research methods, was used in the study. The documents of this study are social studies books published between 2006-2022 and a series of high school history textbooks published between 1930-2022. The criterion sampling method was used in the study. Textbooks were scanned; texts (paragraphs and sentences) suitable for the determined criteria were determined and recorded. The data were analyzed using the discourse analysis method and the deconstruction approach of feminism, taking into accounts the determined categories and themes. It has been determined that the linguistic fiction of the textbooks, including misogyny and subalternity, is generally derived from the academic sources (secondary historical sources) that the authors make use of. It has been found that the discourse, which was articulated with national identity in the 1930s, in a high tone and articulated with national identity, especially for the women of the palace, where the misogyny theme was common, diverged from the national identity codes in the following years and continued to exist until today, although in a very low tone, indirectly and in a few books. Another finding obtained in this study is that even when women's roles and positions in history are being explained, women's own voices are not heard and they are represented by a masculine voice spoken on their behalf. Based on this and similar findings presented within the scope of the study, the language/discourse in social studies/history textbooks is structured with masculine codes that subordinate female subjects, suppress female subjectivity, silence female subjects by positioning the male as the superior/dominant subject by centered on the gender hierarchy and it was concluded that it was constructed in a structure that reproduces a male-dominated historical narrative. It is suggested that the works of historians, in which women's own voices are heard more, and who focus on history from a women's point of view, should be reflected in textbooks.
Keywords: Social studies textbooks, history textbooks, gender, Misogyny, Subaltern