Cultural Diversity in Turkish EFL Coursebooks: Analyzing Representation of Race and Identity

Year 2025, Volume: 8 Issue: 2, 158 - 180, 23.12.2025

Gökçe Nur Türkmen , Ece Zehir Topkaya

https://doi.org/10.35207/later.1776934

Abstract

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. Thus, 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 a qualitative approach involving image and text analysis, 9th, 10th, 11th, and 12th grade coursebooks’ representation of race and identity was investigated by examining the characters’ races, names, nationalities, and famous figures portrayed. The research reveals a significant overemphasis on portraying White individuals in Turkish EFL high school coursebooks, highlighting potential dominance of Western cultural perspectives and limiting exposure to real-world diversity. The underrepresentation of other racial backgrounds, exclusion of indigenous and multiracial identities, and a focus on fair skin tones underscore the urgent need for more inclusive depictions in educational materials. In this context, his research can guide the coursebook improvement process, suggesting ways to enhance representation and ensure diverse perspectives are integrated effectively.

Keywords

English language teaching , multiculturalism , identity , race , coursebooks

Ethical Statement

As this study analyzed publicly available coursebooks rather than collecting data from human participants, no ethical approval or consent procedures were required.

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