Representation of Ideological Assumptions in Iranian EFL Textbooks with Reference to Critical Pedagogy and Critical Metaphor Analysis
DOR: 20.1001.1.23223898.2021.9.36.12.8

الموضوعات :

Samaneh Mehdipoor ¹ , Hossein Vahid Dastjerdi ² , Omid Tabatabaei ³ , Hadi Salehi ⁴

1 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
2 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
3 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
4 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran

تاريخ الإرسال : 01 الخميس , محرم, 1442 تاريخ التأكيد : 28 الثلاثاء , جمادى الأولى, 1442 تاريخ الإصدار : 21 الخميس , ذو القعدة, 1442

الکلمات المفتاحية: Discourse, conceptual metaphor, Critical Pedagogy, Critical Metaphor Analysis,

ملخص المقالة :

This qualitative study aimed at critically analyzing the curricular materials for the teaching of English in Iran. The objective was to evaluate the adequacy of the content and ideological assumptions of EFL textbooks, focusing on the conceptual metaphors related to the concept of success. The study was conducted within the frameworks of Critical Pedagogy and Critical Metaphor Analysis (CMA). The spirit of these two approaches lies in their rejection of all forms of domination, establishment of a theoretical discourse that enables social action, and detection of the hidden relationships between language, power and ideology through metaphorical encodings. To achieve the objective of the study, the analytical tools proposed by Chartres-Black were employed. The results of material analysis revealed that preparation and imposition of cultural materials may create situations in which identity conflict and violence are inevitable, and that the avoidance of such situations requires educators to intervene, with a mentality that education is liberating practice.

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