Akademik Veri Yönetim Sistemi
Journal for Critical Education Policy Studies, cilt.22, sa.1, ss.292-315, 2024 (ESCI)
The objective of this study is to conduct an analysis of the social class representations in visual materials utilized in the English language textbook at the 9th-grade level during the 2022-2023 academic year in Turkiye. Employing a descriptive qualitative research design, data were obtained through the documentation method by scrutinizing visual content-encompassing images, drawings, and photographs-contained in the 9th-grade English language textbook published by the Ministry of National Education in 2022. The analytical framework to discern the social class representations in the visual content of the textbooks was drawn from Cunningsworth's (1995) approach. Social class depictions in the relevant textbook were analyzed searching for evidence of the presence of the following class related identities: governing/governed, worker/employer, oppressor/oppressed, impoverished/affluent, rural/urban, skilled/unskilled, unemployed/unemployed/jobless, homeowner/tenant/homeless, migrant/refugee, and the wealth levels of nations. The goal was to demonstrate social inequalities and class distinctions through these criteria. The findings of the research revealed qualitative examples of social inequality and imbalance within the visual materials of the textbook. The representation of social classes in the examined textbook predominantly reflects the images and values of the middle class. The visual depictions of social class tend to feature professions representing the upper and middle social classes, with a notable absence of occupations associated with the lower social class. In light of these outcomes, it is suggested that in addition to presenting an ideal social life for students, textbooks should incorporate visuals that authentically portray social classes and relationships.