No abstract

No abstract

No abstract

Textbooks are inherently ideological, and language textbooks in particular are designed to create a particular representation of the target culture for learners. This paper draws on a foundation of Whiteness studies, textbook bias studies, and critical discourse analysis. It investigates in depth the visual and cultural representation of Whiteness in one beginning level textbook for German as a foreign language and draws on three further textbooks for comparison. Differences between North American and German concepts of race and Whiteness are taken into account. Results identify a Whiteness bias in all books, but differing strategies for diversity representation; the most recently published textbook shows patterns similar to college brochures in the USA, which may over-represent diversity overall but underrepresent its more controversial aspects. The results form the basis for a discussion of institutional constraints on beginning-level instructors and practical pedagogical strategies to problematize homogeneous cultural perceptions and the textbook itself.