A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
‘Are we equal citizens?’ : a critical discourse analysis (CDA) of language textbooks and minority faith learners’ insights in Pakistan (2023)

Lashari, A., Ali Shah, W., & Memon, T. (2023). ‘Are we equal citizens?’ : a critical discourse analysis (CDA) of language textbooks and minority faith learners’ insights in Pakistan. Asia Pacific Journal of Education, Early online. https://doi.org/10.1080/02188791.2023.2270176

JYU-tekijät tai -toimittajat

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Lashari, Asadullah; Ali Shah, Waqar; Memon, Talha

Lehti tai sarja: Asia Pacific Journal of Education

ISSN: 0218-8791

eISSN: 1742-6855

Julkaisuvuosi: 2023

Ilmestymispäivä: 09.11.2023

Volyymi: Early online

Kustantaja: Routledge

Julkaisumaa: Britannia

Julkaisun kieli: englanti

DOI: https://doi.org/10.1080/02188791.2023.2270176

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/91923

Tiivistelmä

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.

YSO-asiasanat: diskurssianalyysi; oppikirjat; islam; identiteetti

Vapaat asiasanat: language textbooks; discourse; minority faith language learners; identity; Islam

Liittyvät organisaatiot

OKM-raportointi: Kyllä

VIRTA-lähetysvuosi: 2023

JUFO-taso: 1