Representation of Greek female authors in Greek language textbooks for Greek ethnic minority schools in Albania

The Greek ethnic minority in Albania maintains a distinct linguistic and cultural heritage, supported in part through education in the mother tongue. Language textbooks used in these schools are not only tools for teaching but also vehicles for transmitting cultural values, social norms, and perspectives. In this context, the representation of authors—particularly the balance between male and female voices—can influence students’ perceptions of gender roles and equality. This study focuses on the presence of female writers of contemporary Greek literature in the language textbooks of the Greek minority in Albania, specifically in the series Mother Tongue for grades 6–9. Drawing on feminist literary theory, it examines how gender identity may shape both the production and reception of literary texts. The research employs quantitative and qualitative content analyses, with data presented in tables and pie charts to test the hypotheses. The findings reveal the range, type, and period of female authors included in the textbooks, which are then examined in the Discussion section. The results carry both practical and theoretical implications, offering insights into the role of female authors in Greek minority education and formulating proposals for enriching curricula with more diverse and equitable literary voices.