Visual Representations of Indigenous Cultures in Norwegian EFL Textbooks

Abstract

This article presents a summary of research conducted on the visual representation of indigenous cultures in four English textbooks produced for lower secondary schools with the aim of investigating the extent to which images of indigenous people contribute to, or contradict, the general cultural aims of the English language learning curriculum in Norway. Over 800 textbook images were analyzed using the methods of visual content analysis and semiotic image analysis. A qualitative analysis of two photomontages also provides a more holistic approach to the study and helps to more clearly explain the quantitative results. The results from the research show a strong trend to focus on traditional aspects of indigenous people, a tendency to represent indigenous people in a lower position of power than the viewer, and to distance the viewer. Comparatively, the images of white people more frequently invite the viewer to interact and empathize with the participants. Consequently, the research concludes that the images in the four EFL textbooks analyzed are, to a large degree, potential carries of ideologies in direct contradiction to the general cultural aims of English language learning in Norway. The implications of these findings are that images and how they position readers should be a part of EFL teaching.

Evolution of racism in Spanish music textbooks: a real path towards interculturality through images?

“…This contradiction between inclusive education policy and textbooks with images that may be racist has already been commented on by Gaul (2014), who found it contradictory that governments advocate for multicultural visions of society while still permitting negative representations of minorities in textbooks. Waallann-Brown and Habegger-Conti (2017, p. 30) point out that “there is not only a lost potential of increasing intercultural competence, but the images representing indigenous cultures in the textbooks are actively working against this”.…”

A Critical Discourse Analysis of the Value of Multicultural Awareness Represented in an EFL Textbook

“…The verbal texts and visuals are clearly intended to reinforce students' awareness of multiculturalism and multinationalism. However, an important argument made by Brown and Habegger-Conti (2017) states that:…”

“…According to Fairclough (2013), "Social practices 'mediate' the relationship between general and abstract social structures and particular and concrete social events; social fields, institutions and organizations are constituted as networks of social practices". To conclude, Brown and Habegger-Conti (2017) argue that:…”

“…Though authors of textbooks present verbal texts and materials with visuals, Widodo (2018) analyzed that verbal texts can refer to both spoken and written texts. Generally speaking, verbal texts are meant to support the development of multiculturalism and promote understanding and respect for different cultures (Brown & Habegger-Conti, 2017). Hence the analysis of the textbook in this study is related predominantly to written texts.…”

“…Therefore, it is argued that "images and texts should be harnessed more explicitly to develop a critical and reflexive understanding of culture, self, and other" (Weninger & Kiss, 2013). Moreover, it is commonly accepted that "images, rather than being viewed simply as illustrations of a verbal text, carry their own meaning and can, in and of themselves, be read" (Brown & Habegger-Conti, 2017). For reasons of space, only some of the relevant visual discourses have been included here for in-depth analysis.…”