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This document presents a systematic literature review of 60 peer-reviewed articles that utilize critical discourse studies (CDS) to analyze school textbooks published between 2018 and February 2024. The review highlights the focus on oppressive discourses related to gender, sexuality, ethnicity, and minority groups, with a notable prevalence of English as a Foreign Language textbooks. It suggests future research should explore under-researched textbook types and emerging global issues to enhance the underst

Author

KTMD

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EN