The lack of diversity in the cultural representations in English teaching materials and textbooks has been consistently documented as a global phenomenon. A common feature in extant research on this topic is an absence of theoretical frameworks and the adoption of theoretical frameworks which are largely descriptive, for example, Kachru’s (1985) concentric framework. The critical approach, which emphasises both theory and practice, has almost been completely neglected. The research described in this chapter adopted Pennycook’s (2021) framework of Critical Applied Linguistics (CAL), which covers domination, disparity, discrimination, difference, and desire. Public examination papers between 2020 and 2024 and a textbook series recommended by the Education Bureau of the Hong Kong government for senior secondary school levels were content analysed in terms of these five dimensions included in the CAL as reflected from the diversity of cultural representations of personalities in the document contents. Results indicate a narrow representation, a continuation of the trend which has been consistently found in research to date. The call for diversity in cultural representations not only in terms of textbook content but also curriculum and teacher education are made. This is followed by concrete suggestions on the ways to harness the English curriculum of Hong Kong and countries sharing a similar content with the CAL elements.