Salzburg Global Fellows propose the #LookTheBooks campaign to advance equitable representation in educational materials
This thought piece was written by Salzburg Global Fellows Atabo David, Esma Gumberidze, Simona Torotcoi, and Mojisola Ogundiran. They attended the Public Policy New Voices Europe session on "Toward Inclusive Democracy: Nurturing Diverse Leadership in Public Policy".
The views expressed in this article are those of these Fellows individually and should not be taken to represent those of Salzburg Global or any organizations to which they are affiliated.
Throughout 2024, the world witnessed a year of democratic turning points. Over half the global population lived in nations holding nationwide elections, which is a powerful reminder of the potential of democracy to shape societies. Yet, this year also underscored enduring challenges such as exclusion, apathy, and disengagement among citizens. This highlighted a persistent question: How do we build democracies that reflect and celebrate the diversity of the people they serve? As we look to 2025, the answer must begin in a place often overlooked: Our classrooms.
The curriculum and educational environment can create a sense of alienation for a minority student by reinforcing false narratives and stereotypes, and standardizing the social interest and values of the dominant society. Textbooks, in turn, represent a fundamental element in the educational process, as they have the ability to instill attitudes, convey values, and influence models of behavior. Experiences in the educational system that separate minority students’ values and backgrounds from that of the dominant society limits minority students’ aspirations, civic participation, and their academic and social integration both in school and society.
A 2024 study by Mneesha Gellman explored how omissions and misrepresentations in textbooks shape the civic, cultural, and political behavior of youth and adults. The exclusion or marginalization of certain communities in these narratives perpetuates systemic silences, hindering inclusive identity formation and reinforcing social inequalities. Gellman’s work underscores the importance of equitable representation in history education as a foundation for fostering informed, empathetic, and engaged citizens.
Textbooks often perpetuate stereotypes by failing to reflect the diversity and lived experiences of marginalized communities, such as ethnic minorities. For example, the Center for Global Development’s research highlights that female characters are frequently underrepresented or portrayed in limited, traditional roles, while entire minority groups may be excluded from historical narratives.
Minorities and disadvantaged groups often have limited participation in shaping educational content and representation in textbooks and curricula. This is largely due to structural barriers such as unequal access to policymaking, lack of diversity in curriculum development, and insufficient consultation with such communities. The absence of their voices in these processes perpetuates a cycle of misrepresentation where dominant groups control the narratives that define national identity and cultural heritage.
#LookTheBooks
Our campaign, #LookTheBooks, advocates for inclusive, historically balanced, and culturally representative educational materials. Why? Because if democracy starts with education, then the books we place in children’s hands are the blueprint for the societies we aim to create.
#LookTheBooks aims to create this foundation of belonging, ensuring that the next generation of voters and policymakers grows up in classrooms that teach them not just facts but fairness. This campaign envisions a citizen-centered process to reform the way educational materials are chosen and used.
Education as a Bedrock of Democracy
Democracy is built on participation. Participation stems from a sense of belonging and representation, which education profoundly shapes. Textbooks that only reflect a narrow perspective fail to validate the identities of millions of children, particularly those from minority or marginalized communities. This exclusion sends a dangerous message that their story does not matter.
Conversely, inclusive educational materials foster understanding, empathy, and civic responsibility. When students see their identities and histories reflected, they are more likely to feel connected to democratic values and institutions. They are also better equipped to understand and respect the experiences of others.
The #LookTheBooks campaign recognizes the transformative power of education and seeks to foster belonging in classrooms, ensuring that future voters and policymakers grow up with a foundation of fairness and inclusion.
- Use #LookTheBooks to share examples of biased educational content and advocate for change: #LookTheBooks is based on previous good practices. In Europe, the Roma Junior Fellowship Program, the Roma Education Fund (REF), the Georg Eckert Institute for International Textbook Research, and the Council of Europe are raising awareness and documenting how certain groups are being portrayed (or not) in textbooks. This exemplifies a good practice in engaging stakeholders in the review and reform of educational materials, particularly in the representation of Roma in European curricula and textbooks. This focuses on building capacity among emerging Roma researchers, enabling them to participate in analyzing how Roma are depicted in school materials.
- Advocate for inclusivity criteria and Stakeholder Review Education Panels: #LookTheBooks envisions a citizen-centered reform process for selecting and reviewing educational materials. Central to this effort are the Stakeholder Review Education Panels, which are comprised of parents, teachers, students, historians, and representatives from minorities and marginalized communities. They evaluate textbooks based on clear, evidence-based inclusivity criteria. These panels ensure diverse voices guide the creation and approval of materials that reflect society's varied histories and cultures.A good practice for establishing inclusivity criteria and clear, evidence-based guidelines to assess educational materials for cultural representation and historical balance comes from Georgia. In 2019, the country promoted the inclusion of persons with disabilities in educational materials by incorporating themes related to parasports and para-athletes in a seventh-grade mathematics textbook. This initiative aimed to normalize disability and foster greater awareness and understanding among students. This inclusion was made possible through recommendations from members of the textbook approval committee who specialized in human rights. Their reviews ensured compliance with the legal and ethical principles enshrined in Georgia’s Constitution and the UN Sustainable Development Goals.
By reforming how textbooks are chosen and used, this campaign lays the groundwork for classrooms that embrace equity and justice. #LookTheBooks is not just about the textbooks themselves but about empowering the next generation to value inclusivity and diversity - essential ingredients for a thriving democracy.
Democracy’s Classroom: Why This Matters Now
The political outcomes of 2024 remind us that democracy is not a given - it must be nurtured. Civic participation remains alarmingly low in many nations, and polarized societies are struggling to find common ground. Education offers a way forward.
The children reading today’s textbooks are tomorrow’s voters, leaders, and changemakers. If their education omits key narratives or distorts history, how can we expect them to build societies grounded in equity and respect?
As 2024 ends, the task ahead is clear: to renew our commitment to building democracies that work for everyone. The #LookTheBooks campaign invites parents, educators, policymakers, and citizens to join a movement that begins in classrooms but impacts the very fabric of society.
Democracy is a story we write together, but it must start with the stories we teach. By ensuring inclusive, balanced, and representative educational materials, we can empower the next generation to participate fully in democratic life.
Let’s turn the page on exclusion and write a new chapter for democracy - one where every voice is heard, starting in the classroom.
Atabo David, Esma Gumberidze, Simona Torotcoi, and Mojisola Ogundiran are members of the third cohort of the Salzburg Global Public Policy New Voices Europe program. They attended the session on "Toward Inclusive Democracy: Nurturing Diverse Leadership in Public Policy".
In 2025, the program focus is on "Rebuilding Trust and Cohesion in European Public Policy".
Learn more about the Public Policy New Voices Europe program.
