Examining Multiculturalism, Race, and Identity: A Study on Representation in High School EFL Coursebooks

In today's globalized world, shaped by the influences of social media, migrations, and various factors, it is imperative for education systems to adapt to and align with these changes in order to authentically reflect the rich diversity of our global community. In this transformative process, educational materials assume a crucial role as they serve as guiding resources for teachers and students, shaping their perspectives, beliefs, and thereby playing a pivotal role in cultivating inclusive and culturally responsive educational environments. In this context, this study examines the representation of race and identity in Turkish state high school English as a Foreign Language (EFL) coursebooks and aims to assess the extent to which these coursebooks exhibit an inclusive representation of diverse racial and cultural identities. Using qualitative approach involving image and text analysis, the study will analyse 9th, 10th, 11th, and 12th grade coursebooks’ representation of race and identity by examining the characters’ races, names, nationalities, and famous figures portrayed. The findings of this study hold significant implications for materials developers and English teachers, as they offer valuable insights into enriching the globalized world with inclusive educational materials. By highlighting the strengths and shortcomings of current materials, this research can guide coursebook improvement process, suggesting ways to enhance representation and ensure diverse perspectives are integrated effectively. Furthermore, the study can provide English teachers with valuable ideas on incorporating different materials into their classrooms, fostering a more inclusive and culturally responsive learning environment that reflects the interconnectedness of our world.