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'Are We Equal Citizens?': A Critical Discourse Analysis (CDA) of Language Textbooks and Minority Faith Learners' Insights in Pakistan

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Title: 'Are We Equal Citizens?': A Critical Discourse Analysis (CDA) of Language Textbooks and Minority Faith Learners' Insights in Pakistan
Language: English
Authors: Asadullah Lashari, Waqar Ali Shah (ORCID 0000-0003-0651-8882), Talha Memon
Source: Asia Pacific Journal of Education. 2025 45(4):1212-1229.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Foreign Countries, Textbooks, Textbook Content, Language Usage, Self Concept, Muslims, Minority Group Students, Islam, Social Bias, Religion, Indonesian Languages, English, Urdu, Second Language Learning, Native Language, Elementary Secondary Education
Geographic Terms: Pakistan
DOI: 10.1080/02188791.2023.2270176
ISSN: 0218-8791
1742-6855
Abstract: Language textbooks are discourse-led documents that contain official knowledge and construct specific learner subjectivities. Official knowledge embodies a worldview that serves the interests of dominant social group. In Pakistan, studies suggest that textbooks in general tend to distort the historical facts in favour of the national narrative. Using six language textbooks (Sindhi, Urdu, and English) taught at government-run schools in Sindh province of Pakistan, this study aims to understand how language is used to construct "Muslim identity". Moreover, the study also considers minority faith language learners' perspectives in order to understand their experiences and reactions. The analysis is informed by Fairclough's (2001, 2003) writings on critical discourse analysis (CDA). The findings reveal that Muslim identity is constructed through a variety of discourses related to Islam. Furthermore, minority faith language learners perceive language learning spaces to be ideologically motivated, promoting a dominant religious identity narrative while disregarding diversity. The study recommends that the process of textbooks design should consider minority faiths to a considerable extent in the interest of inclusive and a sustainable society. The study has implications for wider global contexts, including Asia Pacific where language textbooks promote biases based on religion, gender, ethnicity, and language.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1484223
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
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AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
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  Label: Title
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  Data: 'Are We Equal Citizens?': A Critical Discourse Analysis (CDA) of Language Textbooks and Minority Faith Learners' Insights in Pakistan
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Asadullah+Lashari%22">Asadullah Lashari</searchLink><br /><searchLink fieldCode="AR" term="%22Waqar+Ali+Shah%22">Waqar Ali Shah</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0651-8882">0000-0003-0651-8882</externalLink>)<br /><searchLink fieldCode="AR" term="%22Talha+Memon%22">Talha Memon</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Asia+Pacific+Journal+of+Education%22"><i>Asia Pacific Journal of Education</i></searchLink>. 2025 45(4):1212-1229.
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  Label: Availability
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Textbook+Content%22">Textbook Content</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Muslims%22">Muslims</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Islam%22">Islam</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Religion%22">Religion</searchLink><br /><searchLink fieldCode="DE" term="%22Indonesian+Languages%22">Indonesian Languages</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Urdu%22">Urdu</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/02188791.2023.2270176
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0218-8791<br />1742-6855
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Language textbooks are discourse-led documents that contain official knowledge and construct specific learner subjectivities. Official knowledge embodies a worldview that serves the interests of dominant social group. In Pakistan, studies suggest that textbooks in general tend to distort the historical facts in favour of the national narrative. Using six language textbooks (Sindhi, Urdu, and English) taught at government-run schools in Sindh province of Pakistan, this study aims to understand how language is used to construct "Muslim identity". Moreover, the study also considers minority faith language learners' perspectives in order to understand their experiences and reactions. The analysis is informed by Fairclough's (2001, 2003) writings on critical discourse analysis (CDA). The findings reveal that Muslim identity is constructed through a variety of discourses related to Islam. Furthermore, minority faith language learners perceive language learning spaces to be ideologically motivated, promoting a dominant religious identity narrative while disregarding diversity. The study recommends that the process of textbooks design should consider minority faiths to a considerable extent in the interest of inclusive and a sustainable society. The study has implications for wider global contexts, including Asia Pacific where language textbooks promote biases based on religion, gender, ethnicity, and language.
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  Data: 2025
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  Label: Accession Number
  Group: ID
  Data: EJ1484223
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1484223
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      – Text: English
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        PageCount: 18
        StartPage: 1212
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Textbooks
        Type: general
      – SubjectFull: Textbook Content
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      – SubjectFull: Language Usage
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      – SubjectFull: Self Concept
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      – SubjectFull: Muslims
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      – SubjectFull: Islam
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      – SubjectFull: Social Bias
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      – SubjectFull: Religion
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      – SubjectFull: Indonesian Languages
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      – SubjectFull: English
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      – SubjectFull: Urdu
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Native Language
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Pakistan
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