“Man, I don’t know anything”: Students insights into Afro-Latinx (re)presentation in Spanish textbooks

Abstract The present study investigated students’ perceptions of the presence or absence of Afro-Latinx representation in Spanish language textbooks and their suggestions for improving these representations. Critical race theory, critical language awareness, and critical discourse analysis were the theoretical frameworks guiding the study. Semi-structured interviews were conducted among 15 Spanish language students to gain insight into their perceptions of this representation (or lack thereof) in their textbooks. The results indicated that students perceived limited visibility of Afro-Latinx identities in the materials, identified mixed race as a marker of Afro-Latinidad, skin color as a defining characteristic, and a dichotomy in understanding who or what constitutes Afro-Latinidad. Students also suggested incorporating authentic reflections of diversity within the Spanish-speaking world and addressing broader social contexts to create a more inclusive and representative curriculum. These findings contribute to the ongoing discussions on diversity, representation, and social justice within academia and the broader society.