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Due to the importance of textbooks in teaching, this study analyzes English as a Língua Franca (Jenkins, 2006; Kalva and Ferreira, 2011; Gimenez, 2016) in relation to issues of gender identity (Auad, 2003; Louro, 2008) and racial identity (hooks, 1995; Gomes, 2005). The article analyses how white women and black women are represented in a selected collection of textbooks and how white women and black women are framed in the global context of English as a Língua Franca. Themethodology used isdoi:10.15448/2178-3640.2018.1.30901 fatcat:fj74fu4vivd53ctaco2d5k2klq