Abstract
The purpose of this research is to examine how a particular textbook series portrays global issues. It explored teachers' attitudes towards the inclusion of global issues in the textbooks using content analysis and interviews with six English language teachers. The study found that the textbooks are primarily focused on subjects that promote and develop competence and that global issues are not given priority. The teachers who were interviewed identified a list of factors that could affect the selection of global issues to be incorporated in the textbooks.
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