Integrating JEDI principles in ELT materials: a critical analysis of inclusivity in textbooks used in Bangladesh

Abstract

This study critically examines the integration of Justice, Equity, Diversity, and Inclusion (JEDI) principles in English Language Teaching (ELT) textbooks used in Bangladesh. Through a convergent methods approach combining critical content analysis of three widely-used textbooks and a survey of 22 undergraduate students, this research investigates the extent to which current ELT materials embody inclusive practices and represent diverse Bangladeshi identities. The analysis reveals significant gaps in representation across eight dimensions: gender, socioeconomic class, ethnicity, disability, regional diversity, cultural diversity, religion, and social justice themes. Survey findings indicate that while students acknowledge some diversity efforts, substantial proportions report feeling disconnected from textbook content, particularly students from rural backgrounds and marginalized communities. The study demonstrates that current materials predominantly center urban, middle-class, able-bodied Bengali experiences, thereby perpetuating systemic inequalities and limiting the transformative potential of English education. Grounded in Critical Pedagogy and informed by contemporary JEDI frameworks, this research offers evidence based recommendations for curriculum developers, material writers, and policymakers to create more equitable and humanizing ELT resources that validate all learners' identities and experiences.