History Textbooks, Ideology, and Attitudes in Government and Elite Pakistani Schools

Afzal, Madiha

doi:10.2139/ssrn.2666720

Cited by 1 publication

(4 citation statements)

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“…Not only English language textbooks but also other academic subjects play their part in ideological constructs. The textbooks of social studies, history, and Pakistan studies contain several instances of ideological constructs (Zaidi, 2011;Afzal, 2015;Muhammad & Brett, 2015;Pandhiani, 2016).…”

Section: Ideologies In Textbooks Taught In Pakistanmentioning

confidence: 99%

Section: Ideologies In Textbooks Taught In Pakistanmentioning

confidence: 99%

“…The official curriculum of Pakistan has been under great criticism for being subjective as it produced a one-sided narrative account of the historical events of the history and indoctrinated the negative views toward other religions and countries (Afzal, 2015). While comparing the Pakistan Studies textbooks taught at the secondary level in Pakistan, Afzal (2015) highlights that the attempts to bring reforms in the curriculum have failed. The researcher compared the issues including other religions, the United States, India, and terrorism dealt in the Cambridge board Pakistan Studies textbooks with the official (Matric) board books and noted that the substance and style of the books taught in 'O' level are superior to official (Matric) board books.…”

Section: Ideologies In Textbooks Taught In Pakistanmentioning

confidence: 99%

“…Moreover, the researcher also found that 'O' level students were more tolerant toward minorities by having better views on jihad. Therefore, the researcher suggested the government switch to Cambridge board Pakistan Studies textbooks as a viable means to warrant the curriculum reform (Afzal, 2015).…”

Section: Ideologies In Textbooks Taught In Pakistanmentioning

confidence: 99%

See 3 more Smart Citations

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

Afzal

Chishti

Jadoon

et al. 2021

HSSR

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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.

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Section: Ideologies In Textbooks Taught In Pakistanmentioning

confidence: 99%

Section: Ideologies In Textbooks Taught In Pakistanmentioning

confidence: 99%