The study of curriculum materials is of interest to social researchers seeking to understand the social constructions of reality. All texts embody a number of purposeful choices about how reality is to be represented, and these choices have consequences for what is "foregrounded, backgrounded, placed in the margins, distorted, short-cut, glossed, or ignored." Thus, in shaping experienced reality into a useable form for a defined purpose, authors necessarily create texts that have a "slippery relationship" to the realities they depict. This review aims to illustrate how educational texts embody coded information conveying certain values, knowledge, and beliefs. It aims also to show the hegemonic power of educational discourses in the construction of race, ethnicity, gender, class, and disability. Further, it aims to reveal how texts serve pedagogical ends to transmit a particular set of cultural values to successive generations of school children. Based on the strategies of Sleeter and Grant (1991), this review will specifically analyse how the French textbook, "Allons-y 3 & 4," addresses the issues of race and ethnicity, gender, social class, and disability. "Allons-y 3 & 4" is the third in a series of three French textbooks written by Carolyn Sudlow for Australian secondary school students studying French as a foreign language. It is commonly used with Year 10 students.