The representation of minority cultures in educational materials has been developed into an important issue in multicultural societies that seek to balance national unity with cultural diversity. In this regard, this article proposes a multidimensional theoretical framework for analysing cultural representation in school curricula by building upon Pierre Bourdieu's theory of cultural capital, Stuart Hall's theory of representation, James A. Banks' model of multicultural education, and Edgar Morin's theory of complex identity and multiculturalism. In addition, the framework draws on Vygotsky's sociocultural theory and social representation theory to better understand the wider social and cultural processes through which identities are formed, negotiated, and reproduced. In the Moroccan context, the framework is applied to the study of Moroccan Jewish cultural elements in primary education and their relationship to identity formation, inclusivity, and tolerance. More specifically, the article argues that educational materials are not simply tools for transmitting knowledge but also important spaces where cultural meanings are created, negotiated, and shared. Thereore, textbooks can play a compelling role in upholding either inclusion or exclusion within national identity narratives. Generally, these theoretical perspectives bring a comprehensive lens for understanding the relationship between cultural representation, educational discourse, and social inclusion in multicultural societies.