Analysis of diversity and inclusion in elt textbooks used in private schools from Montería

dc.contributorCalle Díaz, Luzkarime
dc.creatorCaro Petro, Abraham Elías
dc.date2022-09-02T21:07:35Z
dc.date2023-09-01
dc.date2022-09-02T21:07:35Z
dc.date2022-08-31
dc.date.accessioned2023-09-06T21:57:38Z
dc.date.available2023-09-06T21:57:38Z
dc.identifierhttps://repositorio.unicordoba.edu.co/handle/ucordoba/6530
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/8711063
dc.descriptionEducational practices are increasingly required to address the needs and promote quality and equitable learning environments for learners with different race, ethnicity, gender identities, religious and cultural backgrounds. Representation is key when our goal is to make all students feel included and catered for. Thus, in educational settings, materials become fundamental resources for our everyday endeavor. Ideally, English learning textbooks should be sensitive and inclusive to cultural diversity, and ensure representations that reflect multiculturality, especially in contexts like Colombia where factors such as gender, ethnicity, race, religion, and family backgrounds find a way in our classrooms. Because of this, students’ identity may be affected when they do not feel identified with the representations portrayed in English textbooks if they do not reflect traits or establish connections with students’ own culture. This study aimed to identify the way ELT textbooks used in different private schools from Montería represent diversity and the way representations are interconnected with students’ own context. To gather the data in this research project, three different textbooks from Cambridge publishing house were evaluated. The textbooks were analyzed in terms of race, gender, disability and cultural representations. Elements from content analysis were used to draw conclusions about the way diversity is portrayed and represented in these materials. Findings indicated that the representation of diversity in ELT textbooks is partially represented. English textbooks still hold stereotypes regarding whites dominance, afro-descendant engendered roles, Latinx and Asian stigmas, and ethnicity and disability invisibility.
dc.descriptionAbstract.........................................3
dc.descriptionIntroduction..............................8
dc.descriptionTheoretical Framework...............14
dc.descriptionConceptual Framework...............14
dc.descriptionDiversity...............14
dc.descriptionInclusion...............17
dc.descriptionCulture..............21
dc.descriptionClassroom Materials ...............22
dc.descriptionLiterature Review................ 25
dc.descriptionRacial and Ethnic Representations in Textbooks............... 25
dc.descriptionGender Representation in Textbooks................26
dc.descriptionCultural Representation in Textbooks .................28
dc.descriptionDisability................. 30
dc.descriptionMethods................ 33
dc.descriptionResearch Approach and Design ................33
dc.descriptionMaterials............... 37
dc.descriptionData Analysis................. 37
dc.descriptionEthical Considerations .................. 42
dc.descriptionFindings............... 43
dc.descriptionGeneral Findings................ 43
dc.descriptionRace and Ethnicity............... 43
dc.descriptionGender.............. 46
dc.descriptionCulture................. 48
dc.descriptionPhysical Disabilities ................50
dc.descriptionThemes across Categories ..................51
dc.descriptionBlack People Roles in Textbooks ................ 51
dc.descriptionAsian and Latinx People Stereotypes................. 53
dc.descriptionInvisibility of Indigenous People................ 55
dc.descriptionAbsence of Gender Fluidity.................. 55
dc.descriptionInclusion of Disability................. 56
dc.descriptionDiscussion................... 58
dc.descriptionGender Representation................. 58
dc.descriptionRepresentation of Race and Ethnicity .....................59
dc.descriptionRepresentation of Culture................... 61
dc.descriptionDisability Representation............... 62
dc.descriptionVisual discourse to enhance diversity............... 63
dc.descriptionContributions of the study to the field of ELT materials development.................. 64
dc.descriptionLimitations of the study................... 65
dc.descriptionFurther areas of research..................... 65
dc.descriptionConclusion...................66
dc.descriptionReferences.................... 68
dc.descriptionMaestría
dc.descriptionMagíster en Enseñanza del Inglés
dc.descriptionTrabajos de Investigación y/o Extensión
dc.formatapplication/pdf
dc.formatapplication/pdf
dc.formatapplication/pdf
dc.languageeng
dc.publisherFacultad de Educación y Ciencias Humanas
dc.publisherMontería, Córdoba, Colombia
dc.publisherMaestría en Enseñanza del Inglés
dc.rightsCopyright Universidad de Córdoba, 2022
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rightsinfo:eu-repo/semantics/embargoedAccess
dc.rightsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.subjectInclusión
dc.subjectDiversidad
dc.subjectDesarrollo de materiales
dc.subjectTextos de Inglés
dc.subjectInclusion
dc.subjectDiversity
dc.subjectMaterials Development
dc.subjectEnglish Language Textbooks
dc.titleAnalysis of diversity and inclusion in elt textbooks used in private schools from Montería
dc.typeTrabajo de grado - Maestría
dc.typeinfo:eu-repo/semantics/masterThesis
dc.typehttp://purl.org/coar/resource_type/c_bdcc
dc.typeinfo:eu-repo/semantics/submittedVersion
dc.typeText
dc.typehttps://purl.org/redcol/resource_type/TM


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