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

محورهای موضوعی : Research Paper

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

تاریخ دریافت : 1399/05/30 تاریخ پذیرش : 1399/10/23 تاریخ انتشار : 1400/04/10

کلید واژه: Discourse, conceptual metaphor, Critical Pedagogy, Critical Metaphor Analysis,

چکیده مقاله :

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.

چکیده انگلیسی:

l

منابع و مأخذ:

Agbo, I. I., Kadiri, G. C., & Ijem, B. U. (2018). Critical Metaphor Analysis of Political Discourse in Nigeria. English Language Teaching, 11(5), 95-103.

Amini, M., & Birjandi, P. (2012). Gender Bias in the Iranian High School EFL Textbooks. English Language Teaching, 5(2), 134-147.

Amouzadeh, M., & Tavangar, M. (2004). Decoding pictorial metaphor: Ideologies in Persian commercial advertising. International Journal of Cultural Studies, 7(2), 147-174.

Benham, B., & Mozaheb, M. A. (2013). The depiction of men and women within Iranian high school EFL textbooks, tested against Islamic custom. Journal of Beliefs & Values, 34(1), 100-104.

Bourdieu, P., & Passeron, J. (1977). Reproduction in Education, Society and Culture. Thousand Oaks, CA: SAGE.

Charteris-Black, J. (2004). Corpus approaches to critical metaphor analysis: Springer.

Cheng, K. K. Y., & Beigi, A. B. (2012). Education and religion in Iran: The inclusiveness of EFL (English as a Foreign Language) textbooks. International Journal of Educational Development, 32(2), 310-315.

Daane, A. R., Haglund, J., Robertson, A. D., Close, H. G., & Scherr, R. E. (2018). The pedagogical value of conceptual metaphor for secondary science teachers. Science Education, 102(5), 1051-1076.

Giroux, H. A. (1992). Border Crossings: Cultural Workers and the Politics of Education. London, England: Psychology Press.

Liu, L., Zhao, X., & Miller, J. K. (2014). Use of metaphors in Chinese family therapy: a ualitative study. Journal of Family Therapy, 36, 65-85.

Piri, S., & Tafazoli, D. (2018). Iranian EFL Learners' Cognitive Styles and Their Explanations of Conceptual Metaphors. International Journal of Virtual and Personal Learning Environments (IJVPLE), 8(1), 68-78.

Sezer, S. (2018). Prospective Teachers' Perceptions on Education Policy: A Metaphor Analysis. International Journal of Progressive Education, 14(2), 121-135.