Izvorni znanstveni članak
https://doi.org/10.21860/j.14.1.3
The invisible among us: Representation of disability in lower elementary school EFL textbooks in the Republic of Croatia
Matea Butković
orcid.org/0000-0002-0962-435X
; Katedra za društvene i humanističke znanosti u medicini, Sveučilište u Rijeci, Medicinski fakultet, Rijeka, Republika Hrvatska
Ivan Butković
orcid.org/0000-0002-0962-435X
; Osnovna škola Gornja Vežica, Rijeka, Republika Hrvatska
Sažetak
Contemporary inclusive values, which permeate European and Croatian educational documents and curricula, aim to ensure fair and equal opportunities for the development of every student, regardless of their educational needs and cultural, ethnic, linguistic and socioeconomic origin, and the representation, realistic portrayal, and acceptance of social differences in teaching materials has been emphasized as a powerful tool for overcoming discrimination, stigmatization, and marginalization of the most vulnerable groups in society. Therefore, it is vital that school textbooks contain inclusive content. The aim of this research was to investigate the representation and portrayal of people with disabilities in the English language textbooks published by Profil-Klett (New Building Blocks 1, New Building Blocks 2, New Building Blocks 3, New Building Blocks 4) intended for teaching in the first four grades of primary school and whether the representation of a particular type of disability in the analyzed textbooks corresponds to the actual share of people with disabilities in the Republic of Croatia. The research was conducted in three phases using the method of content analysis. The first and second research phases involved reading each textbook page and analyzing images (photos and illustrations) and text related to disability or people with disabilities. The coding system was based on an adapted form of English textbook research conducted by Gulya and Fehérvári (2023.). The obtained results indicate the need to raise awareness about the inclusion of content related to disabilities and people with disabilities in the analyzed school textbooks, given that the current teaching contents contain references only to visual impairments (primarily in adults) but not other categories of disability, which does not reflect the actual share of people with disabilities in the Republic of Croatia.
Ključne riječi
English as a foreign language; inclusion; disability; school textbooks; vulnerable groups
Hrčak ID:
309386
URI
Datum izdavanja:
2.11.2023.
Posjeta: 180 *