Arab Social-Cultural Identity Presence in International English Language Textbooks: A Study at Private Middle Schools in Palestine and Jordan

In the context of the dynamic social and cultural transformations experienced globally, educational curricula and syllabi assume a significant role in preserving societies' values and socio-cultural identities. This qualitative study investigated the representations and misrepresentations of Arab socio-cultural identity in international English language textbooks used in middle schools in Jordan and Palestine during the academic year 2022-2023. A purposive sample of eight textbooks, published by three prominent international publishers, was subjected to content analysis. The analysis focused on socio-cultural representations of Arab identity and potential misrepresentations within these textbooks, employing a criteria checklist developed and validated for reliability and accuracy by the researchers. The findings indicated that, although the textbooks included some representations of Arab socio-cultural identity, they predominantly featured elements that contradict and undermine Arab cultural values.