A Critical Examination of Cultural and Social Representations in K–12 Korean Community School Textbooks

ABSTRACT Despite growing research on university-level Korean as a foreign language (KFL) materials, there remains a lack of studies on textbooks for K–12 learners. This study critically examines the Korean for Overseas Koreans (2020) series, widely used in Korean community schools (Hangul Hakkyo) across diverse contexts. Using a critical discourse analysis framework grounded in critical race pedagogy (CRP) and diversity, equity, and inclusion (DEI) principles, this study investigates how images, language, and culture are represented. Findings reveal that the textbooks largely lack multicultural perspectives. Visual content predominantly depicts either Korean or Western culture, excluding broader global representation. Gender stereotypes are also present. Linguistically, textbooks for younger learners reinforce simplistic and biased character portrayals, while those for older students frame cultural differences narrowly as East versus West, neglecting more inclusive cultural narratives. Even culturally focused activities tend to reflect biased or outdated values. This study argues that these textbooks need more nuanced approaches to better reflect the diverse cultural and linguistic backgrounds of K–12 learners. It underscores the importance of integrating intercultural competence and inclusive representation in language education (ACTFL, 2017), advocating for materials that support global citizenship and a deeper understanding of cultural diversity in today’s classrooms.