The Role of Multicultural Education in Enhancing Inclusivity and Global Awareness: A Comparative Study of English Language Textbooks

Abstract

English language textbooks have a key place in encouraging inclusiveness and nurturing a global understanding as they function as a basic studying tool in learning for students. This study comparatively analyzes Grade V English language textbooks of Cambridge University Press (international curriculum) and Punjab Textbook Board (regional curriculum) by using James A. Banks' Five Dimensions of Multicultural Education Framework. The representation of different cultural perspectives, knowledge construction, reduction of stereotypes, equity pedagogy, and inclusive school culture were analyzed through qualitative content analysis. Meanwhile, focus group discussions with educators were also performed to ascertain the effectiveness of these textbooks in the teaching of multicultural competence. It was found that Cambridge textbooks include a wider variety of global cultural narratives and more actively challenge biases and promote critical thinking, whereas Punjab textbooks emphasize national identity with few global perspectives. Regional textbooks bore no diverse content, teachers using them expressed worries about the need to reform the curriculum. We reached to a conclusion that the textbooks should contain balanced multicultural content as student are primed for an interconnected world. The results have bearing on curriculum development, educational policy, and teacher training, and argue for a more inclusive process of textbook design so as to foster global awareness and cultural inclusivity.