'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 |
| 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 |
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