Culture-Responsive Insights: Decoding Tibetan Identity in Tibet's High School English Textbooks

• In Event: AERA Graduate Student Research-in-Progress Roundtable Session 1
  In Roundtable Session: Cultural Relevance and Responsiveness in Curriculum and Teaching Practice (Table 2)

Abstract

This study examines the representation of Tibetan culture in English language textbooks used in Tibetan high schools. It employs critical discourse analysis and multicultural education theories to explore how Tibetan culture is depicted and its impact on students' identity formation. The research reveals that Tibetan culture is often underrepresented or stereotypically portrayed, which could influence students' cultural identity and self-esteem. By highlighting the need for culturally responsive materials, this study contributes to the field of multicultural education and calls for a more inclusive approach to curriculum development in minority regions. The future steps include a broader analysis of textbooks and incorporating perspectives from educators and students.

Author

• Zhen Yu, University of New Mexico