Textbooks as ‘Neoliberal artifacts’ : a critical study of knowledge-making in ELT industry
Nizamani, A., & Shah, W. A. (2022). Textbooks as ‘Neoliberal artifacts’ : a critical study of knowledge-making in ELT industry. Critical Discourse Studies, Early online, 1-18. https://doi.org/10.1080/17405904.2022.2160364
Published inCritical Discourse Studies
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The present study examined the traces of neoliberal ideology in O-level English language textbooks taught in elitist private schools in Pakistan that follow the UK-based international educational system administrated by the University of Cambridge under the General Certificate of Education (GCE). Analysis in the study was informed by Fairclough's CDA writings. Moreover, Bourdieu's views on neoliberalism were also considered to shed some light on neoliberal ideology in the textbooks. Findings suggest that several neoliberal themes were evident in the textbooks under scrutiny, including marketization, consumerism, branding, celebrity culture, competition, individualism, self-responsibility and self-entrepreneurship, mobility, new ‘Othering’ strategy and English as a neoliberal skill. Based on the findings, we argue that the global ELT industry that produces teaching materials, including textbooks for the periphery is a major contributor to the neoliberal world order maintained by the local (political) elite in the government(s) e.g. Pakistan in case of the present study. The textbooks prepare learners for a competitive world rather than a world based on cooperation, mutual progress, and happiness. The study thus questions such neoliberal hegemony encoded in the textbooks and argues for critical examination and selection of the materials for contexts where English is taught as a foreign language. ...
PublisherRoutledge Taylor & Francis Group
ISSN Search the Publication Forum1740-5904
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