Comparing Representations of 'Self" and "Other" in Iranian and Indian English School Books: A Critical Discourse Analysis

English language course books written by local writers are officially prescribed textbooks widely used in Iran and India. Although there is a valuable body of research about these course books, further studies may be needed to comparatively assess their quality as an educational material. This study...

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Autor principal:	Mojtaba Maghsoudi
Formato:	article
Lenguaje:	EN
Publicado:	Comparative Education Society of Iran ( CESIR) 2020
Materias:	critical discourse analysis english school textbooks india iran other self Education L
Acceso en línea:	https://doaj.org/article/4e00abbc6f0049d5b6453bb7c376a1d2
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spelling	oai:doaj.org-article:4e00abbc6f0049d5b6453bb7c376a1d22021-11-17T10:01:51ZComparing Representations of 'Self" and "Other" in Iranian and Indian English School Books: A Critical Discourse Analysis2588-72702676-498910.22034/ijce.2020.106839https://doaj.org/article/4e00abbc6f0049d5b6453bb7c376a1d22020-02-01T00:00:00Zhttp://journal.cesir.ir/article_106839_1413eebb4f181df745e57a7b700bf5d4.pdfhttps://doaj.org/toc/2588-7270https://doaj.org/toc/2676-4989English language course books written by local writers are officially prescribed textbooks widely used in Iran and India. Although there is a valuable body of research about these course books, further studies may be needed to comparatively assess their quality as an educational material. This study limits its scope to two textbooks series, namely, the Prospect, and English Standard since both of them are nation-wide textbooks which fully play the roles of course books described in the related literature. The method of analysis was based on a critical discourse analysis framework inspired by Van Dijk's (1998, 2001) socio-cognitive model and Kress and Van Leeuwen's (1996) multi-functional model to facilitate investigation of both textual and meta-textual aspects of the textbooks. The results showed that both textbook series follow similar ideological foundations in terms of promoting a product-based prescriptive and static approach to socio-cultural values through investing on stereotypical "Self" while ignoring otherness. The findings implied that lack of a process-oriented approach to ideological underpinnings of socio-cultural values and codes is a threat to raising inter-cultural understanding in terms of using English as an international language and inter-ethnic awareness of the students who live in multi-ethnic and religiously, culturally, linguistically diverse communities in India and Iran.Mojtaba MaghsoudiComparative Education Society of Iran ( CESIR)articlecritical discourse analysisenglish school textbooksindiairanotherselfEducationLENIranian Journal of Comparative Education, Vol 3, Iss 1, Pp 533-559 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	critical discourse analysis english school textbooks india iran other self Education L
spellingShingle	critical discourse analysis english school textbooks india iran other self Education L Mojtaba Maghsoudi Comparing Representations of 'Self" and "Other" in Iranian and Indian English School Books: A Critical Discourse Analysis
description	English language course books written by local writers are officially prescribed textbooks widely used in Iran and India. Although there is a valuable body of research about these course books, further studies may be needed to comparatively assess their quality as an educational material. This study limits its scope to two textbooks series, namely, the Prospect, and English Standard since both of them are nation-wide textbooks which fully play the roles of course books described in the related literature. The method of analysis was based on a critical discourse analysis framework inspired by Van Dijk's (1998, 2001) socio-cognitive model and Kress and Van Leeuwen's (1996) multi-functional model to facilitate investigation of both textual and meta-textual aspects of the textbooks. The results showed that both textbook series follow similar ideological foundations in terms of promoting a product-based prescriptive and static approach to socio-cultural values through investing on stereotypical "Self" while ignoring otherness. The findings implied that lack of a process-oriented approach to ideological underpinnings of socio-cultural values and codes is a threat to raising inter-cultural understanding in terms of using English as an international language and inter-ethnic awareness of the students who live in multi-ethnic and religiously, culturally, linguistically diverse communities in India and Iran.
format	article
author	Mojtaba Maghsoudi
author_facet	Mojtaba Maghsoudi
author_sort	Mojtaba Maghsoudi
title	Comparing Representations of 'Self" and "Other" in Iranian and Indian English School Books: A Critical Discourse Analysis
title_short	Comparing Representations of 'Self" and "Other" in Iranian and Indian English School Books: A Critical Discourse Analysis
title_full	Comparing Representations of 'Self" and "Other" in Iranian and Indian English School Books: A Critical Discourse Analysis
title_fullStr	Comparing Representations of 'Self" and "Other" in Iranian and Indian English School Books: A Critical Discourse Analysis
title_full_unstemmed	Comparing Representations of 'Self" and "Other" in Iranian and Indian English School Books: A Critical Discourse Analysis
title_sort	comparing representations of 'self" and "other" in iranian and indian english school books: a critical discourse analysis
publisher	Comparative Education Society of Iran ( CESIR)
publishDate	2020
url	https://doaj.org/article/4e00abbc6f0049d5b6453bb7c376a1d2
work_keys_str_mv	AT mojtabamaghsoudi comparingrepresentationsofselfandotheriniranianandindianenglishschoolbooksacriticaldiscourseanalysis
_version_	1718425609845080064

Comparing Representations of 'Self" and "Other" in Iranian and Indian English School Books: A Critical Discourse Analysis

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