The persistent narratives favoring dominant groups make it necessary to investigate the way these groups are portrayed in textbooks, which though they are meant to provide neutral information, often have an agenda that disempowers individuals from marginalized groups. This systemic functional linguistics text analysis of 362 passages of a world history textbook’s sections on African participants asks the following question: How, if at all, does the use of different verb processes position individuals of different ethnic and racial identities? The findings indicate that different processes are used to legitimize European control and other Western involvement in African nations and remove their culpability in the exploitation of African resources. Meanwhile, the textbook authors remove African agency in the time periods following medieval and ancient Africa.

有利于主导群体的持续叙述使得有必要调查这些群体在教科书中的描绘方式，尽管教科书旨在提供中立的信息，但往往有一个议程，使个人摆脱边缘化群体的权力。这种对世界历史教科书关于非洲参与者部分的 362 段段落的系统功能语言学文本分析提出了以下问题：如果有的话，不同动词过程的使用如何定位具有不同种族和种族身份的个人？研究结果表明，不同的程序被用来使欧洲控制和其他西方参与非洲国家合法化，并消除他们在开发非洲资源方面的罪责。同时，