Representation of Diversity and Inclusion in Albanian Language Textbooks: Evidence from Grades 6–9

Abstract

This paper aims to discuss the notion of inclusion in textbooks related to the 9-year basic education cycle of the Albanian language which have been reviewed by Pegi and ALBAS based on some findings from their study of the textbooks published for grades 6–9 in the Albanian language. Stressing the necessity of an equal playing field for the students, it is found that the content of the textbooks currently in use includes and supports the linguistic, cultural, and social diversity of these Albanian students. Based on current conceptualized notions of inclusive education and multiculturalism, the research explores representations of diversity, the incorporation of diverse social strata, and the provision of learning resources that meet the needs of vulnerable learners. Such evidence emerges from literary as well as non-literary texts included in the textbooks. This is to say that in this context, although some textbook texts espouse values (e.g., diversity, empathy, non-discrimination), the treatment of inclusion in the text is inconsistent and fragmented. The importance of inclusivity within curricula and textbooks should not be underestimated in the study. In writing in this manner to be part of the ongoing discourse on educational reform, this paper is proposing an Albanian educational system that is fair, representative, and inclusive.