A Comparative Analysis of Ideological Constructions Embedded in English Textbooks: A Critical Discourse Perspective

Abstract

Purpose of the study: The subject study aims at investigating the construction of diverse ideologies embedded within English textbooks used in Pakistani settings at the elementary level. The entire study is based on a comparative analysis of English textbooks of Punjab Textbook Board (PTB) and Oxford University Press (OUP) and employs a critical discourse lens for a comprehensive analysis.
 Methodology: Based on purposeful sampling, the study hinges on insights of Critical Discourse Studies. Out of various models available in CDA, the study employs Fairclough's Three-Dimensional Model for an extensive qualitative analysis of the selected texts as it is more suited to the dynamics of the subject study. Both micro and macro dimensions of the model were employed for an enriched analysis.
 Main Findings: Both textbooks aimed at infusing different cultural and ideological constructions within students. Exercise of power supplemented by a specific religious perspective was also witnessed in constructions of diverse ideologies. The current study hinted at a deliberate effort on the part of the government to preserve religious, national, political, and societal ideologies through PTB English textbooks. On the other hand, OUP English textbooks created consent among the students to accept a specific culture and its embedded ideologies.
 Applications of this study: The study can be a useful resource for researchers investigating multiple ideologies in textbooks. Critical discourse examination of both textbooks entails ample advice for textbook developers, authors, and syllabus designers to consider the ideological impacts of the textbooks while devising an all-encompassing and comprehensive curriculum to avoid any conflict at later stages.
 Novelty/Originality of this study: Diverse dimensions of textbook analysis have already been conducted, but examination of textbooks through a critical discourse lens is indeed a novel dimension that will not only facilitate the reader but also open up new avenues of research for textbook developers and curriculum designers. Examination of diverse ideological construction is indeed an interesting inquiry.

Development of an Evaluation Checklist for Localized Chinese Language Textbooks in Sri Lanka

“…Ulum and Köksal (2019) have said that although culture has been the most prevalent factor in globally and locally written textbooks, particular ideologies are often infused with implicit or explicit biases. Afzal et al (2021) have revealed how the PTB English textbook authors in Pakistan have attempted to present a particular religion as the dominant religion of the country, concentrating particularly on the ideology of Pakistan. Tafazoli and Egan (2022) have proposed that curriculum and textbook designers must ensure that their own cultures are preserved through textbooks while incorporating maximized constructivist opportunities.…”