PORTRAYAL OF MINORITIES IN SCHOOL TEXTBOOKS OF ENGLISH: A SYSTEMATIC LITERATURE REVIEW

Abstract

Learners need to be sensitized and teachers, trained social workers and counsellors ought to bring in an inclusive school curriculum. Any biasness and stereotype in school curriculum must be removed and more material ought to be included that is relevant and related to all communities. Therefore, the present study focuses on previous studies conducted on portrayal of minorities in school textbooks and provide a map of how English as a foreign language textbooks portrayed minorities. The study highlights analysis of the results of previous studies for answering the research questions posed for this study. The study chose thirty articles from reputable international journal and accredited national journal as Scopus, Google scholars, Taylor Francis and Science and technology. The review revealed that the majority of English textbooks represent minority groups in a biased, skewed and stereotypical manner. The information in textbooks is limited, biased or inaccurate and students are negatively affected.