“Decolonize Your Mind” (6) – Reviewing English school books (by Theresa Götz)

Reviewing English school books for German Secondary Schools

During the summer semester 2024, a group of students, including myself, participated in the course “Decolonial Praxis“ taught by Prof. Dr. Isabel Martin at the University of Education Karlsruhe. Within this course, we had the opportunity to collaborate with students from the ASA program, forming groups to explore topics related to Decolonial(ity) Praxis.

Our group, which consisted of two German students from the University of Education Karlsruhe and two ASA students, selected the topic „Reviewing English textbooks for German Secondary Schools“.

In this blog post, I aim to present the findings of our research.

Decolonial Praxis: Reimagining English education through school books

The course “Decolonial Praxis” is centred on the concepts of decolonisation and critical pedagogy and led us to question the underlying narratives and biases present in educational materials, particularly those used to teach English as a foreign language. As part of the course, our group embarked on a thought-provoking project that challenged us to critically evaluate the English school books currently in use in the federal state of Baden-Württemberg in Germany.

Our project specifically involved a detailed review of selected English textbooks commonly used in classrooms (Cornelsen Verlag, 2017; Klett Verlag, 2018; Schroedel Verlag, 2019). We analyzed them with a focus on how colonial legacies continue to shape the content and perspectives presented to students. This exercise was not just academic but a practical application of decolonial theories, helping us to understand the pervasive influence of colonialism in education and to explore concrete ways to challenge this.

 

Understanding the course and our project

“Decolonial Praxis“ is an innovative and interdisciplinary course of study for Bachelor students designed to equip pre-service teachers – the future educators – with the tools and perspectives necessary to challenge and transform colonial legacies embedded within educational systems.

Through the projects, discussions, and further literature, the course pushes students to critically engage with the material they will one day teach. Our group project was a direct outcome of this engagement. We chose to focus on English school books because they are powerful tools in shaping young minds and framing their understanding of the world (Bishop & Berryman, 2006). School books are not just sources of information but vehicles for cultural transmission, shaping students‘ perceptions of history and of the present, and also of cultures and identities. Our goal was to analyze these books through a decolonial lens and to suggest ways to make them more inclusive and representative of diverse perspectives.

Why is it important to decolonize English school Books?

Decolonizing English school books is crucial because they often reflect an Eurocentric worldview that marginalizes or misrepresents non-European cultures and histories (Achebe, 1977). Such representations can perpetuate stereotypes and reinforce colonial power dynamics, subtly suggesting that Western cultures are superior or more “civilized“ than others.

For example, many English textbooks still prioritize British or American English, presenting these as the „standard“ or „correct“ forms of the English language (Macedo et al., 2003). This not only marginalizes the diverse varieties of English spoken worldwide, but also reinforces the idea that Western cultures are the norm against which all others should be measured. Similarly, historical content in these textbooks often glorifies European colonial “achievements” while downplaying or omitting the brutal realities of colonization and its lasting impact on colonized peoples (Fanon, 1963).

This is not just a matter of content accuracy; it is about the values and ideologies that are being passed down to students. By decolonizing these books, we aim to create a more inclusive and accurate portrayal of the world and peoples’ realities (Smith, 1999). This not only enriches students‘ understanding but also fosters critical thinking, encouraging them to question dominant narratives and seek out multiple perspectives (Freire, 1970).

Methodology and key findings in textbook analysis

In our examination of English textbooks used in Baden-Wuerttemberg‘s secondary schools, we followed a systematic approach aimed at identifying colonial legacies and biases. We reviewed popular textbooks, including English G21 by Cornelsen (2017), Green Line by Klett (2018), and Camden Town by Schroedel (2019).

Our process involved detailed analysis of specific criteria:

• Cultural representation: Evaluating how different cultures and perspectives are included;

• Language and terminology: Identifying language that carries colonial connotations;

• Historical narrative balance: Assessing the portrayal of historical events;

• Visual content: Analyzing whether images reinforce or challenge stereotypes.

Each textbook was read closely, with notes taken on examples that illustrated potential biases. Discussions within our group helped confirm findings and analyze their implications.

Our findings:

• Eurocentric narratives: In English G21, European “achievements” were highlighted, such as during discussions of Victorian-era trade, but the negative consequences for colonized peoples were often minimized or excluded.

• Western dominance in language: Green Line focues heavily on British and American English, presenting these as the standard while marginalizing global varieties of English, thus reinforcing the dominance of Western cultures.

• Colonial terminology: Camden Town uses language such as “exploration“ when describing European expansion, thereby subtly perpetuating colonial-era perspectives.

• Stereotypical visuals: English G21 depicts non-European societies primarily in traditional or rural context, whereas Western countries are shown as modern and dynamic. This contrast perpetuates a view of non-Western cultures as less “developed”.

These findings illustrate the ongoing influence of colonial perspectives in educational resources. By addressing such biases, future editions can promote a more inclusive understanding of history and culture, better reflecting the diverse world students inhabit.

How can we decolonize English school books?

Decolonizing English school books involves a multifaceted approach, focusing on both content and representation. Here are some key criteria and strategies to challenge the English school books currently in use that we identified during our project:

• Inclusion of diverse voices: School books should include literature, stories, and perspectives from a variety of cultures, particularly those from formerly colonized regions. This helps to diversify the narrative and present English as a global or international language, not just one dominated by Western voices. Including authors from Africa, Asia, or indigenous communities can provide students with a richer understanding of the English-speaking world. (Achebe, 1977)

• Balanced historical representation: Textbooks should provide a more balanced view of history, including the impacts of colonialism, the experiences of colonized peoples, and the contributions of non-European societies. This includes addressing the complexities of historical events such as the transatlantic slave trade. A more nuanced portrayal of history can help students understand the interconnectedness of global events and the ways in which different cultures have shaped the world. (Fanon, 1963)

• Critical language awareness: The language used in textbooks should be examined for bias. This includes avoiding terms that carry colonial connotations and being mindful of how different cultures are described. For example, terms like “primitive“ or “exotic“ should be replaced with language that respects the complexity and dignity of all cultures. Additionally, educators should encourage students to think critically about the language used in textbooks and how it shapes their perceptions of different cultures. (Macedo et al., 2003)

• Visual representation: Images in textbooks should reflect the diversity of the English-speaking world. This includes avoiding sterotypes and ensuring that people from various cultures are depicted in empowering and authentic ways. Visual representation is just as important as textual content, as images can reinforce or challenge existing biases. For example, depicting African or Asian societies solely in the context of poverty or conflict perpetuates harmful stereotpyes, whereas showing these societies in a variety of contexts can provide a more balanced and respectful view. (UNESCO, 2017)

• Encouraging critical engagement: Teachers should be encouraged to use these textbooks as starting points for discussion rather than definitive sources of “knowledge”. This involves questioning the material presented and exploring alternative perspectives with students. Teachers can incorporate additional resources, such as articles, videos, or guest speakers, or ask their multicultural pupils to contribute materials, to provide a broader view of the topics covered in the textbooks. Encouraging students to question and critically engage with the material can help them develop a more nuanced understanding of the world. (Hooks, 1994)

 

Encouraging Awareness and Action Among Educators

As future educators, we believe it is vital to create awareness about the importance of decolonizing educational materials. We encourage or fellow teachers and educational practitioners to critically evaluate the school books they use in their classroom.

Ask yourself:
What narratives are being prioritized?
Whose voices are missing?
How are different cultures and histories being represented?

By becoming more conscious of these issues, teachers can play a crucial role in shaping a more inclusive and educational environment. Moreover. engaging students in these discussions can empower them to think critically about the world around them and to appreciate the diversity of human experiences.

In conclusion, decolonizing English school books is not just about revising content: it is about rethinking the purpose of education itself. It is about fostering a generation of students who are not only proficient in the English language but are also culturally aware, empathetic, and critically engaged global citizens. We hope that this project inspires others to take similar steps and to contribute to a more equitable and inclusive education system.

 

Do reach out to the editor if you want to share your own experiences regarding this topic with our readers.  We welcome contributions by guest-authors.

 

Text by Theresa Götz

Photos by Theresa Götz, Anna Imhof, Ann-Christin Neygenfind, Bright-Mercy Ebane Ndutu & Isabel Martin

Cover of Green Line by Klett Verlag – with the kind permission of the publisher

Illustrations by Theresa Götz and Isabel Martin

 

References

Achebe, C. (1977). An image of Africa: Racism in Conrad’s “Heart of Darkness”. Massachusetts Review, 18(4), 782–794.

Bishop, R., & Berryman, M. (2006). Culture speaks: Cultural relationships and classroom learning. Huia Publishers.

Cornelsen Verlag. (2017). English G21. Cornelsen Verlag.

Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Council of Europe Publishing.

Fanon, F. (1963). The Wretched of the Earth. Grove Press.

Freire, P. (1970). Pedagogy of the Oppressed. Continuum.

Hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.

Klett Verlag. (2018). Green Line. Klett Verlag.

Macedo, D., Dendrinos, B., & Gounari, P. (2003). The hegemony of English. Routledge.

Schroedel Verlag. (2019). Camden Town. Schroedel Verlag.

Smith, L. T. (1999). Decolonizing methodologies: Research and indigenous peoples. Zed Books.

UNESCO. (2017). Textbooks and learning resources: Reducing gender inequality and promoting peace. UNESCO Publishing.

 

Further literature used during our research

Alter, G., König, L., & Merse, T. (2021). All inclusive? Eine kritische Lehrwerksanalyse zur Repräsentation von Diversität in den Englischlehrwerken für verschiedene Schulformen. Zeitschrift für Fremdsprachenforschung (ZFF), 32(1), 81–104.

Bönkost, J. (2020). Decolonizing English textbooks: Rassismuskritische Perspektiven auf Fremdsprachenlehrwerke. In F. Castro Varela & P. Mecheril (Eds.), Rassismuskritische Fachdidaktiken (pp. 19–47). Bielefeld: transcript Verlag.

Gray, J. (Ed.). (2013). Critical perspectives on language teaching materials. London: Palgrave Macmillan.

Güllü, N., & Gerlach, D. (2023). Exploring the representation of global Englishes in German EFL textbooks. Current Issues in Language Planning, 24(1), 1–18.

Nascimento dos Santos, G., & Windle, J. A. (2021). Examining coloniality in ELT materials: Challenges and possibilities. Pedagogical Studies Review, 18(4), 35–50.

Babaii, E., & Sheikhi, M. (2018). Deconstructing otherness: Representation of culture in English language textbooks. Language and Intercultural Communication, 18(6), 663–677.

Canale, A. (2020). Language, ideology, and decoloniality in ELT. Language Policy, 19(3), 345–364.

Melliti, M. (2013). Local culture in ELT textbooks: An analysis of Tunisian secondary school materials. Perspectives on Teaching and Learning English Literature, 16(2), 23–37.

Mishan, F. (2022). Designing authentic language learning materials. New York: Routledge.

Núnez-Pardo, A. (2020). Rethinking ELT materials through a decolonial lens. Journal of Postcolonial Education, 12(4), 501–525.

Vinall, K., & Shin, J. (2018). Decolonizing global English in the classroom. Critical Inquiry in Language Studies, 15(3), 272–296.