Diversity in upper primary school textbooks : a documentary analysis

Abstract

Purpose: The purpose of this study is to analyse textbooks used in upper primary schools in Malta, in terms of the extent to which diversity is featured in such textbooks. Literature Review: The literature review presents a number of previously published studies pertaining to this area of study, in light of stereotypes, underrepresentation, diverse representation, and the realities of not being represented. Methodology: This study took on a mixed methods approach to documentary analysis. The selection of the textbooks was carried out through purposive sampling, and in total 7 were selected. The chosen textbooks were then analysed initially through quantitative content analysis, followed by qualitative content analysis. Results: The findings depict an overall majority of male characters over female characters, a predominance of white characters, and a lack of characters with a disability. The results for each of these portrayals varied for each textbook chosen. The main emerging discussion points were that portrayals of gender roles remain stereotypical, older people are also portrayed in a stereotypical way, and persons of colour are hardly featured. There is a complete absence of diverse family types, people with different abilities, or characters who are LGBT. A discussion about the effects of colonialism on the Maltese curriculum was also included. Conclusion: This study concludes that while headway has been made with diversifying representation in recently published textbooks, more has to be done to ensure a more comprehensively diverse and non-stereotypical curriculum that mirrors the diversity of society in the 21st century.