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.

中文翻译：

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“伙计，我什么都不知道”：学生对西班牙语教科书中非裔拉丁裔（重新）介绍的见解


本研究调查了学生对西班牙语教科书中非裔拉丁裔代表存在与否的看法，以及他们对改进这些代表的建议。批判性种族理论、批判性语言意识和批判性话语分析是指导该研究的理论框架。对 15 名西班牙语学生进行了半结构化访谈，以深入了解他们对教科书中这种表示（或缺乏）的看法。结果表明，学生认为非裔拉丁裔身份在材料中的可见度有限，将混血儿确定为非裔拉丁裔的标志，将肤色视为决定性特征，以及理解谁或什么构成非裔拉丁裔的二分法。学生们还建议在西班牙语世界内纳入对多样性的真实反映，并解决更广泛的社会背景问题，以创建一个更具包容性和代表性的课程。这些发现有助于学术界和更广泛社会内正在进行的关于多样性、代表性和社会正义的讨论。