CRITICAL PEDAGOGY: ANALYZING SOCIAL POWER ANDCULTURAL IDENTITY IN MOROCCAN EFL HIGH SCHOOLGATEWAY TO ENGLISH 2 TEXTBOOK
Description
This article aims to examine social power and cultural identity in four units ofGateway to English 2 textbook in Morocco, it is a textbook for teaching Englishas a foreign language for second baccalaureate. Besides, the variety of languagesalong with regional Moroccan dialects entail different cultural perspectives andpolitical guidelines to project students’ orientations and national red lines torespect, since school is regarded as an area for national identities by usingpedagogical implementations. In addition, the curriculum mustn’t be a vehicle toconvey social inequality or bias, but rather a suitable vehicle to promote socialdemocracy and justice for all cultural identities, and in doing so, critical pedagogycan be an effective strategy for all students to see themselves in the curriculumand reshape future guidelines for themselves and their society. The data of thisstudy was analysed through three stages of Fairclough’s (Fairclough, 2017)approach to critical discourse analysis: description, interpretation, andexplanation. The findings revealed that Gateway to English 2 textbookmisrepresented Moroccan women in terms of literacy, knowledge and socialposition in Moroccan society and conveyed social and political guidelines (PDF) CRITICAL PEDAGOGY: ANALYZING SOCIAL POWER AND CULTURAL IDENTITY IN MOROCCAN EFL HIGH SCHOOL GATEWAY TO ENGLISH 2 TEXTBOOK. Available from: https://www.researchgate.net/publication/372405423_CRITICAL_PEDAGOGY_