This research critically examines the multifaceted role of English as a foreign language (EFL) coursebooks beyond mere language learning objectives. Specifically, the study focuses on how these coursebooks often project universal cultural values that, though seemingly bland, can perpetuate power dynamics leading to various forms of inequality. Drawing on a qualitative methodology that amalgamates socio-semiotic analysis and critical visual literacy, the investigation scrutinizes the portrayal of indigenous peoples within 12 EFL coursebooks used in state-run and subsidized schools across Chile. Furthermore, the research explores the viewpoints and attitudes of seven EFL teachers towards the visual representations of indigenous peoples compared to non-indigenous individuals depicted in the same coursebooks. The findings suggest that indigenous peoples are often depicted as stereotypical remnants of the past, oversimplifying their intricate cultural attributes and presenting them as disconnected from contemporary society. Moreover, the study identifies the failure of coursebook publishers in acknowledging the richness and diversity of indigenous cultures, thereby perpetuating cultural stereotypes and contributing to the process of otherising, which reinforces a sense of separation between the majority ("us") and the indigenous minority ("them").