Academic Journal
Endorsing Assimilation or Welcoming Difference? Challenges around Ethnic, Gender, and Sexual Diversity for Dutch Language Textbook Authors.
| Τίτλος: | Endorsing Assimilation or Welcoming Difference? Challenges around Ethnic, Gender, and Sexual Diversity for Dutch Language Textbook Authors. |
|---|---|
| Συγγραφείς: | Koster, Dietha, Iding, Chiara |
| Πηγή: | Gender & Language; Dec2025, Vol. 19 Issue 3, p296-320, 25p |
| Θεματικοί όροι: | Pluralism, Sexual diversity, Social order, Gender nonconformity, Cultural pluralism, Academic discourse, Cultural assimilation |
| Εταιρία/Οντότητα: | Common European Framework of Reference for Languages (Project) |
| Abstract (English): | Textbook authors are pivotal in shaping discourses about ethnic, gender, and sexual diversity in second or foreign language education. Yet, language textbook authors have hardly been examined, let alone their perspectives on diversity. We therefore interviewed 10 authors of Dutch language textbooks and interpreted their responses within three ethnic diversity models: assimilation, hierarchy, and pluralism. Views on gender and sexual diversity were analyzed, including perceived hindrances around representing diversity in textbook production. Authors supported pluralism but simultaneously made hierarchical statements that favored white ethnic majority perspectives. The inclusion of gender diversity was considered important, whereas the inclusion of sexual diversity was viewed as problematic. Interviewees reported obstacles in representing diversity through a perceived necessity to comply with the Common European Framework of Reference for Languages (CEFR), licenses with picture databases, and limited budgets. We discuss how the results of this study relate to theory and policies and consider how authors could address barriers to match textbook content with their views on diversity. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Lesboekenauteurs spelen een centrale rol in het vormgeven van discoursen over etnische, gender- en seksuele diversiteit in het tweede- of vreemdetalenonderwijs. Toch zijn auteurs van taalboeken nauwelijks betrokken in onderzoek, laat staan hun perspectieven op diversiteit. We interviewden daarom tien auteurs van lesboeken Nederlands en interpreteerden uitingen in drie modellen van etnische diversiteit: assimilatie, hiërarchie en pluralisme. Opvattingen over gender en seksuele diversiteit werden geanalyseerd, inclusief ervaren belemmeringen rond het representeren van diversiteit in tekstboeken. Auteurs steunden pluralisme, maar deden tegelijkertijd hiërarchische uitspraken die witte, etnische meerderheidsperspectieven bevoordeelden. Het opnemen van genderdiversiteit werd belangrijk gevonden, terwijl seksuele diversiteit als problematisch werd gezien. Geïnterviewden meldden obstakels bij het weergeven van diversiteit door de noodzaak om te voldoen aan het Gemeenschappelijk Europees Referentiekader (ERK), licenties met beeldbanken en beperkte budgetten. We bespreken hoe de resultaten zich verhouden tot theorie en beleid en gaan na hoe auteurs belemmeringen kunnen adresseren om de inhoud van lesboeken beter af te stemmen op hun pluralistische opvattingen over diversiteit. [ABSTRACT FROM AUTHOR] |
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| Βάση Δεδομένων: | Complementary Index |
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