Speaker
Description
This research investigates how people with disabilities are visually represented in EFL textbooks in Morocco and Japan through content analysis, critical discourse analysis, and semantic analysis. It examines both visual and linguistic elements, drawing particular attention to the connotations attached to disability in the sampled textbooks. This study seeks to uncover hidden cultural assumptions, unveil and counter ableist discourse, and highlight how textbooks transmit values that shape inclusive or exclusionary attitudes.
Summary
With inclusive education gaining attention in academia, the issue of representation has become an important discussion. This research investigates the visual representation of people with disabilities in Japanese and Moroccan EFL textbooks for junior and high school students. By analysing discursive patterns in these depictions, it ventures to explore whether individuals with disabilities are shown in day-to-day settings or as "exceptional" figures. Furthermore, the study aims to discuss the ideological dimensions behind the recurrent trends.
| Teaching Context | Junior/senior high-school |
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