“European Centrism” in History Textbooks: Ethnic Domination and Gender in Indigenous Malay, Indian, and Aboriginal Education

Review the current issues in the qualitative report on postcolonial education policy in the preparation of historical textbooks based on the practice of the legitimacy of colonialism in Western nations. This article aims to provide methodological understanding to teachers to strengthen historical didactics in the reconstruction and restoration of local issues. A culturally responsive, decolonial learning pedagogy shapes the consciousness of historical thinking. Critical discourse analysis (Machin & Van Leeuwen, 2007; Van Leeuwen, 2003) is used in the research methodology of narrating the inclusion and exclusion of ethnicity and gender in the narrative of historical textbooks. Alternatives to collaborative decolonial learning can be taught to prospective teachers who pursue teacher education to enrich multicultural didactics. Further research is advised to ensure that the nation's identity is preserved and that disputes between ethnocentrism and transnationalism are avoided by privatizing the compilation of textbooks.