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This book examines the role textbooks play in the teaching of dominant and non-dominant (first and foreign) languages in a range of cultural contexts worldwide. Each chapter addresses important issues related to what constitutes "legitimate knowledge", the politics of learning materials, global cultural awareness, competing ideologies, and the development of multilingual literacies. Language, Ideology and Education: The Politics of Textbooks in Language Education comprehensively surveys theoretical perspectives and methodological issues in the critical examination of language textbooks. In particular, it looks at: The Cultural Politics of Language Textbooks in the Era of Globalization The Politics of Instructional Materials for English for Young Learners Ideological Tensions and Contradictions in Lower Primary English Teaching Materials in Singapore Creating a Multilingual/multicultural Space in Japanese EFL: A Critical Analysis of Discursive Practices within a New Language Education Policy The book is primarily addressed to those who teach and research in the areas of Foreign Language Education, TESOL, Applied Linguistics, Language Policy, Critical Pedagogy, and Textual Cultures. Although the book is focused on textbook and materials analysis, rather than evaluation, most chapters discuss implications for curriculum design and materials development and therefore will be relevant to scholars working in those fields.
Political Literacy confronts and responds to the question: What is required of the citizens of a democracy to ensure their individual and social rights? Exploring the rhetoric of legal interpretation, this book answers that citizens must be so educated as to have an intellectual awareness of the inherently rhetorical nature of language. Political Literacy explodes the myth that justice is delivered in the measured, seemingly disinterested, written decisions of America's highest courts. Instead, it reveals the political nature of legal opinions and their necessarily ideological perspectives. Using arguments and examples from a variety of ancient and modern writers and thinkers, the book defines political literacy for the first time. Fredric Gale passionately calls for changes in the way the public is educated about the justice system and about the risk of complacency in this crucial area of public life.
This volume investigates ideological and hegemonic practices in globally and locally written English as a Foreign Language (EFL) textbooks, and explores whether these textbooks reflect the values, beliefs and norms of the native-speaker society by examining their ideological components and the hegemonic practices by means of which the source society or state seeks to influence learners of the language. It also attempts to clarify EFL teachers’ and students’ views on the underlying ideology and hegemonic practices in globally and locally written EFL textbooks. Studies on the relationship between ideology, hegemony and textbooks in applied linguistics have become more prevalent in recent decades, as the emergence of critical theory, critical pedagogy, and critical thinking skills from the 1920s onwards has led scholars to adopt a more critical perspective towards EFL textbooks, especially with regard to elements of ideology and hegemony. These two terms encompass a plethora of components, ranging from nationalism to religion. At the same time, the importance of metanarratives originating from the tenets of modernism has declined from the 1960s onwards, the assumption being that the world has entered a new age called postmodernism and post-structuralism that emphasizes the role of individuals and rejects efforts to reinforce post-colonialism, the effects of which can be seen in EFL textbooks. Accordingly, taking the elements of ideology and hegemony into account remains a vital aspect in the analysis of EFL textbooks.
Explores the cultures, ideologies, traditions, and the material and political conditions that influence the writing and publishing of textbooks.
This 2004 book represents a multidisciplinary collaboration that highlights the significance of Mikhail Bakhtin's theories to modern scholarship in the field of language and literacy. Book chapters examine such important questions as: What resources do students bring from their home/community environments that help them become literate in school? What knowledge do teachers need in order to meet the literacy needs of varied students? How can teacher educators and professional development programs better understand teachers' needs and help them to become better prepared to teach diverse literacy learners? What challenges lie ahead for literacy learners in the coming century? Chapters are contributed by scholars who write from varied disciplinary perspectives. In addition, other scholarly voices enter into a Bakhtinian dialogue with these scholars about their ideas. These 'other voices' help our readers push the boundaries of current thinking on Bakhtinian theory and make this book a model of heteroglossia and dialogic intertexuality.
This book explains why the American public thinks of itself as conservative, but supports liberal positions on specific policy matters. Much scholarly work and popular commentary discusses the ideology of the American public: whether the public should be thought of as liberal or conservative, and why. This book is the first to focus squarely on the contradiction in public attitudes. By doing so, it can provide a broader explanation of American political ideology, and how American citizens connect their own beliefs and values to the choices presented by policy makers.
Focuses on the documents from the teaching of reading and related literate competences in British Columbia elementary schools from 1945 to 1960.
Each year, Israel's young men and women are drafted into compulsory military service and are required to engage directly in the Israeli-Palestinian conflict. This conflict is by its nature intensely complex and is played out under the full glare of international security. So, how does Israel's education system prepare its young people for this? How is Palestine, and the Palestinians against whom these young Israelis will potentially be required to use force, portrayed in the school system? Nurit Peled-Elhanan argues that the textbooks used in the school system are laced with a pro-Israel ideology, and that they play a part in priming Israeli children for military service. She analyzes the presentation of images, maps, layouts and use of language in History, Geography and Civic Studies textbooks, and reveals how the books might be seen to marginalize Palestinians, legitimize Israeli military action and reinforce Jewish-Israeli territorial identity. This book provides a fresh scholarly contribution to the Israeli-Palestinian debate, and will be relevant to the fields of Middle East Studies and Politics more widely.
Techniques of Close Reading, Second Edition helps you gain a deeper understanding of what texts may be saying, whether they are written, oral, visual, or mediated. Renowned scholar and professor Barry Brummett explains and explores the various ways to "read" messages (such as speeches, cartoons, or magazine ads), teaching you how to see deeper levels of meaning and to share those insights with others. You will learn techniques for discovering form, rhetorical tropes, argument, and ideologies within texts. New to the Second Edition: A new Chapter 6 includes a selection of techniques from each chapter to show you how different techniques may be used together when reading text. A close reading of a group of ads from the insurance company, Liberty Mutual, offers you an opportunity to apply the techniques to recent texts.
How to explain the hegemonic stability of neoliberal capitalism even in the midst of its crises? The emergence of ideology theories marked a re-foundation of Marxist research into the functioning of alienation and subjection. Going beyond traditional concepts of ‘manipulation’ and ‘false consciousness’, they turned to the material existence of hegemonic apparatuses and focused on the mostly unconscious effects of ideological practices, rituals and discourses. Jan Rehmann reconstructs the different strands of ideology theories ranging from Marx to Adorno/Horkheimer, from Lenin to Gramsci, from Althusser to Stuart Hall, from Bourdieu to W.F. Haug, from Foucault to Butler. He compares them in a way that a genuine dialogue becomes possible and applies the different methods to the ‘market totalitarianism’ of today’s high-tech-capitalism.