More than migrants? Representations of wo/men of colour in Dutch language textbooks

Abstract

Textbooks constitute important learning tools in foreign language education and should depict ethnic and gender diversity. This article responds to calls for intersectional textbook research and addresses the following question: How diverse are representations of wo/men of colour in comparison with white wo/men in sparsely researched Dutch language textbooks? We performed content analysis of six frequently used textbooks for learning Dutch, examining pictures, texts and (audio-recorded) dialogues. Results show an underrepresentation of People of Colour (PoC) in comparison with demographic statistics. In contrast with white wo/men, PoC are featured in a limited range of low-status roles (e.g. migrant), except for in one textbook. Countries and cities are Eurocentric and Netherlands-centric, there is little variety in terms of accented speech in dialogues, and non-native speakers utter sentences that frame them as dependent. These findings build on the body of (Anglocentric) textbook research from a cultural studies’ perspective, help determine the degree to which educational materials meet diversity demands in language education policies, and what alternative ‘realities’ could arise.