Alle kleuren van de regenboog? | Amsterdam University Press Journals Online
2004
  1. Home
  2. A-Z Publications
  3. Internationale Neerlandistiek
  4. Volume 61, Issue 2
  5. Article
Volume 61, Issue 2
  • ISSN: 1876-9071
  • E-ISSN: 2214-5729
file format pdf download PDF

Abstract

Abstract (English)

Textbooks constitute important learning tools in foreign language education and should depict ethnic and gender diversity (UNESCO, 2017). This paper responds to calls for intersectional textbook research and addresses the following question: How diverse are representations of wo/men of colour and white wo/men in Dutch language and culture 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 to demographic statistics. PoC are featured in a limited range of low-status roles, countries and cities are Euro- and Netherlands centric, and there is little variety in terms of accented speech in dialogues. In addition, non-native speakers utter sentences that frame them as dependent. An exception to these tendencies is the textbook (2019), which presents alternative, more inclusive ‘realities’. Our paper builds on the body of (Anglocentric) textbook research from a cultural studies’ perspective, helps determine the degree to which educational materials meet diversity demands in language education policies, and discusses what alternative ‘realities’ could arise in Dutch textbooks.

© Dietha Koster, Zahroh Nuriah, Anna Pot, Christine Sas & Twan Zegers
Loading

Article metrics loading...

/content/journals/10.5117/IN2023.2.003.KOST
2023-10-01
2024-05-13
Loading full text...

Full text loading...

/deliver/fulltext/18769071/61/2/IN2023.2.003.KOST.html?itemId=/content/journals/10.5117/IN2023.2.003.KOST&mimeType=html&fmt=ahah

References

  1. Boer, B., Van der Kamp, M. & Lijmbach, B. (2018). Nederlands in gang. Methode Nederlands voor hoogopgeleide anderstaligen. Coutinho.
     [Google Scholar]
  2. Devos, R., Fraeters, H., Schoenaerts, P., & Van Loo, H. (2018). Vanzelfsprekend. Nederlands voor anderstaligen. Tekstboek. Acco.
     [Google Scholar]
  3. De Groot, F., Haverkamp, B., & Van Sluijs, A. (2019). Contact! Nieuw. Nederlands voor anderstaligen. Intertaal.
     [Google Scholar]
  4. Ham, E., Tersteeg, W. & Zijlmans, L. (2019). Help! 1. Een cursus voor anderstaligen. Boek voor de cursist. NCB Uitgeverij.
     [Google Scholar]
  5. Quist, G., Sas, C., Strik, D. (2006). Routledge intensive Dutch course. Routledge.
     [Google Scholar]
  6. Schneider-Broekmans, J. (2019). Taal vitaal nieuw. Nederlands voor beginners. Tekstboek. Max Hueber Verlag.
     [Google Scholar]
  7. Agirdag, O. (2020). Onderwijs in een gekleurde samenleving. EPO.
     [Google Scholar]
  8. Alter, G., König, L. & Merse, T. (2021). All inclusive? Eine kritische Lehrbuchanalyse zur Repräsentation von Diversität in Englischlehrbüchern der Klassenstufe 9. Zeitschrift für Fremdsprachenforschung, 32(1), 81-104.
     [Google Scholar]
  9. Bläsi, C. (2018). Educational Publishers and Educational Publishing. In Fuchs, E. & Bock, A.The Palgrave Handbook of Textbook Studies (pp. 73-94). Palgrave Macmillan.
     [Google Scholar]
  10. Block, D., Gray, J. (2017). French Language Textbooks as Ideologically Imbued Cultural Artefacts. Political Economy, Neoliberalism and (Self) Branding. In CoffeyS. & Wingate, U.New Directions for Research in Foreign Language Education (pp. 115-131). Routledge.
     [Google Scholar]
  11. Bori, P. & Petanovic, J. (2017). The Representation of Immigrant Characters in Catalan as a Second Language Textbooks. A Critical Discourse Perspective. Language and Migration, 9(2), 61-75.
     [Google Scholar]
  12. De Bruijn, Y., Emmen, R. & Mesman, J. (2020). Ethnic Diversity in Children’s Books in the Netherlands. Early Childhood Education Journal, 49, 413–423.
     [Google Scholar]
  13. Butler, J. (1990). Gender Trouble. Feminism and the Subversion of Identity. Routledge.
     [Google Scholar]
  14. Council of Europe. (2020). Common European Framework of Reference for Languages. Learning, Teaching and Assessment (CEFR). https://www.coe.int/en/web/language-policy/cefr. Geraadpleegd op 1juni2022.
     [Google Scholar]
  15. Chisholm, L. (2018). Representations of Class, Race and Gender in Textbooks. In Fuchs, E. & Bock, A.The Palgrave Handbook of Textbook Studies (pp. 225-237). Palgrave Macmillan.
     [Google Scholar]
  16. Crenshaw, K. (1989). Demarginalizing the Intersection of Race and Sex. A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics. University of Chicago Legal Forum, vol. 1989, Article 8.
     [Google Scholar]
  17. Crump, A. (2014). Introducing LangCrit. Critical Language and Race Theory. Critical Inquiry in Language Studies, 11, 207–224.
     [Google Scholar]
  18. Crystal, D. (2003). The Cambridge Encyclopedia of the English Language. Cambridge University Press.
     [Google Scholar]
  19. De Wilde, T. (2019). Over taalbewustzijn en taalvariatie. Taalideologie bij docenten Nederlands aan Europese universiteiten. Lage Landen Studies 12. Academia Press.
     [Google Scholar]
  20. Gray, J. (2023). Theoretische perspectieven op taallesboekenonderzoek: achtergrond en toekomst. Internationale Neerlandistiek, 61(2), 121-138.
     [Google Scholar]
  21. GrayJ., BlockD. (2014). All Middle Class Now? Evolving Representations of the Working Class in the Neoliberal Era. The case of ELT textbooks. In Harwood, N.English Language Teaching Textbooks (pp. 45-71). Palgrave Macmillan.
     [Google Scholar]
  22. Fuchs, E., Bock, A. (2018). Introduction. In Fuchs, E. & Bock, A.The Palgrave Handbook of Textbook Studies (pp. 1-10). Palgrave Macmillan.
     [Google Scholar]
  23. Good, J., Woodzicka, J. & Wingfield, L. (2010). The Effects of Gender Stereotypic and Counter-Stereotypic Textbook Images on Science Performance. Journal of Social Psychology, 150(2), 132-147.
     [Google Scholar]
  24. Good, J., Bourne, K. & Drake, G. (2020). The Impact of Classroom Diversity Philosophies on the STEM Performance of Undergraduate Students of Color. Journal of Experimental Social Psychology, 91, 104026.
     [Google Scholar]
  25. Hall, S. (2017). The Fateful Triangle. Race, Ethnicity, Nation. Harvard University Press.
     [Google Scholar]
  26. Hillard, A. (2014). A Critical Examination of Representation and Culture in Four English Language Textbooks. Language Education in Asia, 5(2), 238-252.
     [Google Scholar]
  27. Ilett, D. (2009). Racial and Ethnic Diversity in Secondary and Postsecondary German Textbooks. Die Unterrichtspraxis/Teaching German, 42(1), 50-59.
     [Google Scholar]
  28. Jenkins. J. (2002). A Sociolinguistically Based, Empirically Researched Pronunciation Syllabus for English as an International Language. Applied Linguistics, 23(1), 83-103.
     [Google Scholar]
  29. Joo, S., Chik, A. & Djonov, E. (2020). The Construal of English as a Global Language in Korean EFL Textbooks for Primary School Children. Asian Englishes, 22(1), 68-84.
     [Google Scholar]
  30. Kivistö, A. (2005). Accents of English as Lingua Franca. A Study of Finnish Textbooks. PhD thesis, University of Tampere.
     [Google Scholar]
  31. Knudsen, S. (2006). Intersectionality. A Theoretical Inspiration in the Analysis of Minority Cultures and Identities in Textbooks. In Bruillard, E.Caught in theWeb or Lost in the Textbook? (pp. 61-76). IARTEM.
     [Google Scholar]
  32. Koster, D. (2019). Nederlandstalige werelden in NT2-tekstboeken: banaal of cultureel divers? Een onderzoeksimpuls. Internationale Neerlandistiek, 57(3), 237-254.
     [Google Scholar]
  33. Koster, D. (2020). Do Representations of Gender and Profession Change Over Time? Insights From a Longitudinal Corpus Study on Dutch Language Textbooks (1974-2017). Journal of Gender Studies, 29(8), 883-896.
     [Google Scholar]
  34. Koster, D. & Litosseliti, L. (2021). Multidimensional Perspectives on Gender in Dutch Language Education: Textbooks and Teacher Talk. Linguistics and Education, 100953.
     [Google Scholar]
  35. Kubota, R. (2020). Confronting Epistemological Racism, Decolonizing Scholarly Knowledge. Race and Gender in Applied Linguistics. Applied Linguistics, 41(5), 712-732.
     [Google Scholar]
  36. Kuramalivedu, B. (2008). Cultural Globalization and Language Education. Yale University Press.
     [Google Scholar]
  37. Lee, I. (2009). Situated Globalization and Racism. An Analysis of Korean High School EFL Textbooks. Language and Literacy, 11(1), pp. 1-14. https://doi.org/10.20360/G2F59N.
     [Google Scholar]
  38. Markus, H. & Moya, P. (2010). Doing Race. 21 Essays for the 21st century. W.W. Norton and Company.
     [Google Scholar]
  39. Mills, S. & Mustapha, A. (2015). Gender Representation in Learning Materials. International Perspectives. Routledge.
     [Google Scholar]
  40. Nuriah, Z., Koster, D. (2023). Van links naar rechts, wie is belangrijker? Ruimtelijke representaties van gender en etnische diversiteit in NVT-lesboeken. In Roosman, L.M. (Red.) 50 jaar studie Nederlands in Indonesië (pp. 117-132). UI Publishing.
     [Google Scholar]
  41. Osler, A. & Starkey, H. (2000). Intercultural Education and Foreign Language Learning. Issues of Racism, Identity and Modernity. Race Ethnicity and Education, 3(2), 207-221.
     [Google Scholar]
  42. Otto, M. (2018). Textbook authors, authorship, and author function. In Fuchs, E. & Bock, A.The Palgrave Handbook of Textbook Studies (pp. 95-102). Palgrave Macmillan.
     [Google Scholar]
  43. Park, S., Jeong, K., Park, H., et al. (2021). Social Constructions of Racial Images in Introductory Criminal Justice and Criminology Textbooks. A Content Analysis. Race, Ethnicity and Education, 24(6), 842-855.
     [Google Scholar]
  44. Quist, G., & Sas, C. (2011). Cultural Complexity in Dutch Language Learning. Tendencies and Tensions. In Fenoulhet, J. & Ros i Solé, C.Mobility and Localization in Language Learning (173-198). Peter Lang.
     [Google Scholar]
  45. Rickert, M. (2023). ‘Hoe zeg je “I love you” in jouw taal?’ (Re-)productie van verschillen en diversiteit in het NT2-onderwijs. Internationale Neerlandstiek, 61(2), 177-196.
     [Google Scholar]
  46. Risager, K. (2018). Representations of the World in Language Textbooks. Multilingual Matters.
     [Google Scholar]
  47. Risager, K. (2021). Language Textbooks and Popular Geopolitics. Representations of the World and (Post)colonial History in English and French. Journal of Postcolonial Linguistics, 2021(5), 12-30.
     [Google Scholar]
  48. Ros i Solé, C., Fenoulhet, J. & Quist, G. (2020). Vibrant Identities and Finding Joy in Difference. Language and Intercultural Communication, 20(5), 397-407.
     [Google Scholar]
  49. Spivak, G. (1978). In Other Worlds. Methuen.
     [Google Scholar]
  50. Sunderland, J. (2015). Gender (Representation) in Foreign Language Textbooks. Avoiding Pitfalls and Moving On. In Mills, S. & Mustapha, A., Gender Representation in Learning Materials. International Perspectives (pp. 19-34). Routledge.
     [Google Scholar]
  51. Taalunie. (2022a). https://taalunie.org/actueel/333/de-taalunie-publiceertnederlandse-vertaling-van-het-nieuwe-cefr-companion-volume. Geraadpleegd op 1december2022.
  52. Taalunie. (2022b). Feiten en cijfers – Taalunie. Geraadpleegd op 1december2022.
  53. Treadwell, B. (2014). Downplaying Difference. Representations of Diversity in Contemporary Burmese Schools and Educational Equity. In Joseph, C. & Matthews, J.Equity, Opportunity and Education in Postcolonial Southeast Asia (pp. 32-57). Routledge.
     [Google Scholar]
  54. UNESCO. (2017). Making Textbook Content Inclusive: a Focus on Religion, Gender, and Culture. Geraadpleegd op 13mei2022.
  55. UNESCO. (2020). Global Education Monitoring Report 2020. Inclusion and Education. All Means All. Geraadpleegd op 13mei2022.
  56. UNICEF. (2022). Inclusive Education. Every Child Has the Right to Quality Education and Learning. https://www.unicef.org/education/inclusive-education. Geraadpleegd op 1juni2022.
  57. Wiel, K. (2023). ‘Yufrou Luister’. Meertaligheid, ideeën over respect, en translanguaging in Arubaanse en Curaçaose klaslokalen. Internationale Neerlandistiek, 61(2), 161-176.
     [Google Scholar]
  58. Yamada, M. (2011). Awareness of Racial and Ethnic Diversity in Japanese Junior High Schools’ English Language Textbooks. Critical Inquiry in Language Studies, 8(3), 289–312.
     [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.5117/IN2023.2.003.KOST
Loading
Alle kleuren van de regenboog?
IN 61, 139 (2023); https://doi.org/10.5117/IN2023.2.003.KOST
/content/journals/10.5117/IN2023.2.003.KOST
/content/journals/10.5117/IN2023.2.003.KOST
Loading

Data & Media loading...

Keyword(s): cultural studies; intersectionaliteit; intersectionality; language education; lesboekenonderzoek; linguistic diversity; talige diversiteit; textbook research; vreemdetalenonderwijs

Most Cited Most Cited RSS feed

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error