Exploring Gender Equality, Disability, and Social Inclusion Representation in English Language Textbook for Indonesia Junior Highschool

Abstract

This study aims to explore how GEDSI is represented in two Grade 9 ELT textbooks, one government-published and one privately published. The research adopts a qualitative content analysis approach to analyze gender, disability representations, and elements of social inclusion in the textbooks. Data were collected through a visual coding framework and analyzed using Kress and van Leeuwen’s Visual Grammar theory. Findings indicate that government-published textbooks demonstrate stronger visual inclusivity across gender, disability, and social diversity dimensions, while privately published textbooks tend to feature more decorative and less meaningful representations due to limited representation of disability and social interaction. This study highlights the importance of intentional visual design to support inclusive education that aligns with national curriculum goals.