Indigenous Culture and Academic Discourse: A Critique of English Textbooks in Pakistan

Azhar Habib and Inayat Ullah
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Azhar Habib: PhD Scholar, Air University, Islamabad & Research Fellow, University of North Texas USA
Inayat Ullah: Assistant Professor, Faculty of Social Sciences, Air University, Islamabad, Pakistan

Global Social Sciences Review, 2017, vol. 2, issue 1, 130-149

Abstract: The paper aims to explore how far English textbooks in Pakistan embody Pakistan and its culture. In this connection, the reading passages and pictures/images of the textbooks taught at secondary level in the government schools of Punjab were analyzed. It was a mixed method study and the specific method employed was content analysis. For this purpose all the reading passages of both the textbooks were firstly categorized and quantified into three categories; Source Culture/s, Other Culture/s and Neutral and then the cultural elements of Source Culture/s were discussed qualitatively using an adapted checklist. The results of the study reveal that the English textbook of class 9 has 12 passages out of which 75% have Source cultural elements, 8.83% have cultural elements of Other Culture/s and 16.66% are Neutral. As far as the English textbook of class 10 is concerned, there are 13 reading passages out of which 23.07% have Source cultural elements, 15.38% have cultural elements of Other Culture/s and 61.53% are Neutral. The findings of the study show that English, being an international language and as a result of globalization, has become compulsory for people belonging to different countries to learn it. However, in order to retain their identity, they try to appropriate English language to underpin their own culture/s through English language used in the textbooks of Pakistan.

Keywords: Indigenous Culture; Academic Discourse; English Textbooks; Pakistan; Appropriation (search for similar items in EconPapers)
Date: 2017
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Persistent link: https://EconPapers.repec.org/RePEc:gss:journl:v:2:y:2017:i:1:p:130-149

DOI: 10.31703/gssr.2017(II-I).09

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