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1.  How many people with other races and culture are included in the images and articles from the textbook?

2. How are people from other cultures portrayed?

3. Is there any special treatment of a topic related to people from other cultures?

4. Is there any text/photo related to migration or multiculturalism?
5. Can texts be considered racists?
6. Does this text show any stereotype?

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The reason why we chose the textbook Teens in motion for 9th graders is because it is the one we used in our intermediate practicum and after we discussed about whether textbooks in Chile are inclusive or not, we realized that we had not been able to notice or pay attention to that aspect of textbooks before.

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Why we consider our focus (race and culture) important?

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Why we consider our focus (race and culture) important?

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This is really important nowadays in our country since migration is a current issue and you can find people from Haiti, Venezuela and other countries who are not only adults but children as well and they need to feel identifiedwith the tools and materials they are going to use for study and learn, as in this case textbooks which may include images, articles and so on.

The lack of different race representations is alarming in the textbooks used by Chilean students since the migration that our country has been going through during the past years. As new races that we were not used to see before in our streets are arriving to Chile, children need to know that having different skin color and different features is not something wrong or a situation that we should make fun of, but it is normal. Furthermore, it is important to teach children and students in general that these people need to feel welcome and be respected.

Additionally, not only this issue is important to migrant people but also to every ethnic group in Chile such as Diaguita, Mapuche, Rapa Nui people, and so many others, regardless the amount of population in our country who are not caucasian nor similar to the majority of white character presented in the textbook, since every person deserves to be valued, especially if these types of texts are used in our own country.

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As we found some images that include people form other races, we could find stereotypes as well. For instance, in the case of the article about the black woman, it was about an African woman who had to leave her home in order to have an opportunity to study. Therefore, what caught our attention was the fact that the woman had to be black to show her effort and humbleness when there are many people who had suffered to achieve a better life.

In this textbook we could find only 2 photographs of people with dark skin. Also, there is just one article about a black woman and another article about a man who had African heritage.

Other cultures we could recognize were Asians, more specifically the Chinese culture. This textbook has a unit called Traditions of the world, which included texts and images about traditions from China such as the Chinese New Year celebration.

Also, we found just 1 image of an Indian person, which gives room for thought since India is a well-known country and its culture is varied, therefore, if it is not going to be mentioned throughout the textbook, Indian people should be at least included in the images for students to be aware of the people diversity that there are in our planet.

It is worth mentioning that there is a unit called “Respecting Traditions”, which includes drawings and images of Indigenous people and a legend called “The Power of the Sun”. Additionally, there is an article about Colombian kids which is a positive element since Latin America is not always included in textbooks due to the importance that white and north American people have in these types of school material.

Furthermore, in this unit we could find images of typical food, holidays and dances of some countries, some examples are Chile, Japan, United States and Mexico.

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In Grey's research (one of the texts we have read this semester) we can find the following claim:
"As expected, those interviewed thought sexual diversity and LGBT characters should be included in pedagogic materials and that by not including this element, LGBT students and teachers were denied recognition and a somewhat skewed picture of the world was reproduced. Mark was generally typical of the group in making the case for LGBT representation as follows: We’re part of the world and if the only representation of gays and lesbians that people get are often negative ones, or like ‘I won’t know someone like that’ then people won’t understand each other and there’ll be things that, you know, misconceptions, and people will think it’s not relevant to them, but the student sitting next to them might be gay, their teacher in this case is gay, it is relevant". (Grey, 2013. P. 56)

Thus, as here states, we are part of the same world and we should not ignore anyone. Moreover, as we read in class Critical Perspective on Language Teaching (Grey, 2013), who talked about the presence (or absence) of homosexuality and heteronormativity in pedagogic material, we can be able to realize that if we do not integrate every type of person, whether if it is about physical appearance such as hair or eyes color, race, gender, people with disabilities or people who just think differently, they will feel invisible for society, hence, unrecognized or unacknowledged even by the material they are working with to learn, which may not only include textbooks but audios, videos, games, articles, stories, etc.

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Do we notice that we are being "unconsciously" racists?

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Do we notice that we are being "unconsciously" racists?

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As Gulliver and Thurrell (2016) discussed in their paper called "Denials of Racism in Canadian English Language Textbooks" we can be considered racists since might be through the racial prejudice and national pride or national identity that we are not been able to find many races in textbooks since Chile does not feel identified with black, Asian or Indigenous people because they are minorities.

Some ideas that we could obtain from this paper were the following:
"One of the crucial properties of contemporary racism is its denial". (van Dijk, 1992, p. 87)

Some critical discourse analysts have argued that, due to the social stigma regarding overt expressions of racial prejudice (van Dijk, 1992) and national pride (Condor, 2000), discourses on race or nationalism are most marked by their denial. These denials of racism legitimate the negative representations by attempting to preempt claims that this “negative talk about minority groups or immigrants may be heard as biased, prejudiced or racist” (van Dijk, 1992, p. 115).

Probably most people do not realize the importance of this situation because it is not a problem for us, nevertheless, many migrants are arriving to our country and it is crucial to change this image of "white people only" in textbooks and pedagogical material because every children should feel identified with an image, conversations, audios, videos, stories that are included in the materials they are working with.

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According to the Human Rights and Discrimitation Commissioner, Race discrimination means that someone treats you unfairly or unfavourably, or harasses you because of your race, colour, descent, ethnic and nationality.

The ACT Discrimination Act 1991 makes race discrimination unlawful in many areas of public life. Public life includes work, education, the provision of goods, services, facilities, housing, access to buildings, shops, parks and transport.

Therefore, after all we have discussed and analyse in textbooks, we are able to say that racial discrimination is embedded in education and there are many racial minorities who are still absent. This situation is usually present due to the white privilege that still exists nowadays, which interfere with the ability that students have to comprehend that race is a social constructed concept and idea, hence, if you show a book to a child full of images  or ideas about white people, that kid is going to have the idea that white and black or indigenous people can not get along or will be full of stereotypes about a place of a culture.

If race is presented to students in this way, they are more likely to comprehend the idea that race is a concept created during particular historical eras to meet the social, political, and economic needs of the dominant group, rather than a biological or genetic reality (Fitzgerald, 2012).

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According to the Cambridge Dictionary, a stereotype is a set idea that people have about what someone or something is like, especially an idea that is wrong.

We can find a lot of stereotypes in the textbook that we have chosen. For instance, as we mentioned before, this textbook include an article about an African and black woman (they include an image of her) who has to leave her home and family in order to aim and aspire for studies and greatest opportunities that she would have had in her hometown. The issue here is not the fact that she had to leave her home, but the relationship between her skin color, the place where she was raised and the huge change she had to do in order to get a better life. Many white women and men go through the same situation every year, therefore, there is no need for her to be black, African and poor or have a low income at her home which do not allow her to have an education there.

In addition, they do not include many Asian people in the images nor in articles or texts, they only appear in the same unit we have been talking about that is about traditions of the world and they are portrayed as a typical familiar (mom, dad, children) and there are only 3 images of Asian people together with white people.

Finally, the pictures of food presented in this textbook include the most traditional dishes of the most well-known countries as in the case of China, Mexico, Italia and Japan but other countries less-known are not included. If those countries and cultures that are left aside would be shown in pedagogical materials that could help students to expand their knowledge about the world and integrate other cultures to their lives, such as Maori, albino and  Rapa nui people (there is only 1 image of them and is about a woman dancing), Danish people, and so on.

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To summarize our findings about how many races and different cultures are included in the textbook of Teens in Motion for 9th graders we have written them as following:

IMAGES:

1 image of black people in Africa (which includes a stereotype –why do they have to be black to live in Africa and why do they have to belong to an African tribe?)

3 images of Asian people

1 image of a Chinese people and 4 images of their traditions (Chinese new year’s eve, food and places)

1 indian person

8 images of indigenous people

1 image of a Rapa nui person

1 image of a Mapuche person

There are several drawings of indigenous people (2 pages dedicated to indigenous people to be more specific)

ARTICLES:

1 article of a painter who has African heritage

1 article about Colombian kids

1 article of a woman from Ghana who left her home in order to go to school.

UNITS:

There is a unit called Respecting traditions which mentions some traditions of the world

Total of images in the text: 73

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To conclude this entry, we could say that students should learn about other cultures with respect providing them new ways of understanding how multiple social relations interact with each other. Therefore, by including other races, ethnicities and cultures it is beneficial not only for students but for every people who might get to see that pedagogical material and feel identified with it.

As a final thought, we are all not so different from each other and even though we have different skin color or are different in a specific way, we are all humans and we all need to be taken into account.

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Condor, S. (2000). Pride and prejudice: Identity management in English people’s talk about “this country.”

Grey, J. (2013). Critical Perspectives on Language Teaching Materials.  Institute of Education, University of London, UK .  Palgrave MacMillan

Gulliver, T& Thurrel, K. (2016). Denials of Racism in Canadian English Language Textbooks. TESL Canada Journal, 33, 42-61.

Kathleen J. Fitzgerald (2012) A Sociology of Race/Ethnicity Textbooks: Avoiding White Privilege, Ahistoricism, and Use of the Passive Voice. Sociological focus. Loyola University New Orleans.

Van Dijk, T. A. (1992). Discourse and the denial of racism. Discourse & Society, 3I(1), 87–118.

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One of the things that we changed from our first entry was the order of the count of images since it was a little messy. Hence, we added 3 categories (Images, Articles and Units from the text) in order to categorize our findings from the textbook.

Finally, we also added a paragraph in the section named why we consider our focus from the research, meaning race and culture, important. This new paragraph integrates ethnic groups and cultures who also are affected by the fact of not being considered or taken into account at the moment of showing a textbook to Chilean students, which could beneficial for them since they would get to know more about different countries that are present in our country yet are not portrayed for every student to feel represented.