ByByTazin Aziz ChaudhuryTazin Aziz Chaudhury

&&Mahmud Hasan KhanMahmud Hasan Khan

An analysis of An analysis of the ELT textbookthe ELT textbook

currently being used currently being used at the Higher Secondary levelat the Higher Secondary level

in Bangladeshin Bangladesh

Being “critically uncritical”

The high school text as discourseThe high school text as discourse

Discourse is defined as:Discourse is defined as: “ “a relational totality of signifying sequences that together a relational totality of signifying sequences that together

constitute a more or less coherent framework for what can constitute a more or less coherent framework for what can be said and done” (Torfing 2003:300)be said and done” (Torfing 2003:300)

Foucauldian definition of discourse – how a piece of discourse Foucauldian definition of discourse – how a piece of discourse is constructed following certain ‘order(s) of discourse’ is constructed following certain ‘order(s) of discourse’ (Foucault, 1972)(Foucault, 1972)

Discourse: examples of backgrounding and Discourse: examples of backgrounding and foregroundingforegrounding

““I can’t visit my friends even when I wish to, because it’s not safe I can’t visit my friends even when I wish to, because it’s not safe

for girls to move about alone in the cityfor girls to move about alone in the city” (excerpt from a letter)” (excerpt from a letter)

Suddenly/casually the issue of safety for girls is introducedSuddenly/casually the issue of safety for girls is introduced Sufficiently to raise questions Sufficiently to raise questions “ “known/shared” informationknown/shared” information Reasons/solutions not givenReasons/solutions not given Why can’t she visit her friends when she wants to? Why can’t she visit her friends when she wants to? Because she is a girl (woman ≠ man)?Because she is a girl (woman ≠ man)? ‘‘safe’safe’ – key word – key word Who can be blamed: patriarchy, parochial worldviews (banning Who can be blamed: patriarchy, parochial worldviews (banning

women going out alone)?women going out alone)? The government that can’t provide security? The government that can’t provide security?

The book’s aim: to teach English The book’s aim: to teach English through the “communicative approach” through the “communicative approach”

The book is based on:The book is based on:

--- the principle of learning a language by practicing it --- the principle of learning a language by practicing it

--- through the four language skills--- through the four language skills

--- usually in an interactive mode--- usually in an interactive mode

--- the communicative approach to language learning --- the communicative approach to language learning underlies itunderlies it

--- Chairman (NCTB) National Curriculum --- Chairman (NCTB) National Curriculum

& Textbook Board& Textbook Board

Text as a social constructText as a social construct

The production of a text is not an act in isolation The production of a text is not an act in isolation Borrowing Foucault’s terms, a text can hardly Borrowing Foucault’s terms, a text can hardly

escape the ‘order of discourse’ prevalent in a escape the ‘order of discourse’ prevalent in a societysociety

A text that aims at teaching English not only A text that aims at teaching English not only teaches English but also interprets the version of teaches English but also interprets the version of reality, which is familiar to the students, for reality, which is familiar to the students, for whom the book was chosen. whom the book was chosen.

Changing gender rolesChanging gender roles

The topic of changing gender roles & women’s The topic of changing gender roles & women’s empowerment is dealt with in a empowerment is dealt with in a “safe”“safe” manner manner

Carefully calculated & balanced criticism is maintained Carefully calculated & balanced criticism is maintained “ “guide, protector & providerguide, protector & provider” “” “bread-winnersbread-winners” describe ” describe

menmen

“ “wife, mother & homemakerwife, mother & homemaker”, “”, “busy at home preparing busy at home preparing foodfood”, “”, “Give birth to & bring up childrenGive birth to & bring up children” “” “be femininebe feminine” ” ““be soft, weak, submissive, & dependent on men for her be soft, weak, submissive, & dependent on men for her care and protectioncare and protection”, “”, “lacked competency and efficiencylacked competency and efficiency” ” define womendefine women

The traditional myth is shattered with the closing line The traditional myth is shattered with the closing line “ “But women have proved this otherwise through out the But women have proved this otherwise through out the

world world including Bangladeshincluding Bangladesh””

Watching movies in a 2Watching movies in a 2ndnd language language learning setting learning setting

In Bangladesh movie going is discouraged, looked down In Bangladesh movie going is discouraged, looked down upon & perceived to be a mark of moral degradationupon & perceived to be a mark of moral degradation

This is an unusual topic in a HSC textbook; it is dealt with This is an unusual topic in a HSC textbook; it is dealt with positivelypositively

A young girl writes that she loves watching films & dreams A young girl writes that she loves watching films & dreams of film stars & this is hampering her studiesof film stars & this is hampering her studies

The advice given is sensible & understandingThe advice given is sensible & understanding The message conveyed, is The message conveyed, is

• this is normal for teenagers this is normal for teenagers • it should be dealt with understandingly & gently it should be dealt with understandingly & gently • not by harshness & condemnationnot by harshness & condemnation

The writer calculatedly encourages students to watch filmsThe writer calculatedly encourages students to watch films• to improve their English?to improve their English?• to change the negative mindset towards films?to change the negative mindset towards films?

Hidden Curriculum?Hidden Curriculum?

Gender discriminationGender discrimination

““If you don’t have a son this time I am going to If you don’t have a son this time I am going to marry againmarry again””

““You are getting married this month. You can You are getting married this month. You can continue studies if your in-laws wishcontinue studies if your in-laws wish” ”

““Where is the dowry your father promised? Go Where is the dowry your father promised? Go get it or don’t come backget it or don’t come back””

““Women in our society ---considered subservient Women in our society ---considered subservient to mento men”.”.

““Their opinion unnecessary in issues ---- Their opinion unnecessary in issues ---- education of their children --- finance and education of their children --- finance and property --- second marriage of their husbandsproperty --- second marriage of their husbands””

““Beaten up by the husbandsBeaten up by the husbands” “” “divorce, or divorce, or abandonment by their husbandsabandonment by their husbands””

Redistributing the role of women in Redistributing the role of women in traditional / rural settingtraditional / rural setting

““Working women-a great stride ahead”Working women-a great stride ahead” ““conspicuous change”conspicuous change” ““women have always worked within the household --- this – is not women have always worked within the household --- this – is not

counted as ‘work’”counted as ‘work’” ““due to necessity – urge to establish an individual identity or both”due to necessity – urge to establish an individual identity or both” ““many women -- entering – work force”many women -- entering – work force” ““not only educated women – but women—with little or no not only educated women – but women—with little or no

education”education” ““does not mean that life is any easier ---- it is more difficult”does not mean that life is any easier ---- it is more difficult” ““must still fulfill – traditional roles of wife, mother and must still fulfill – traditional roles of wife, mother and

homemaker”homemaker” ““they must compete with men – to prove their worth – in order to they must compete with men – to prove their worth – in order to

survive.”survive.” An attempt to enact social change?An attempt to enact social change?

Social awareness : gender rolesSocial awareness : gender roles

““-- gender discrimination in Bangladesh begins at birth --” -- gender discrimination in Bangladesh begins at birth --” “ – “ – girls are born to an unwelcome world - they are married off ”girls are born to an unwelcome world - they are married off ” “ – “ – keep - best food – for the male – eat less – not raise their voice – keep - best food – for the male – eat less – not raise their voice –

not go out –without - being escorted by –male ”not go out –without - being escorted by –male ” “—“—develop - self-effacement, self-denial & inferiority ”develop - self-effacement, self-denial & inferiority ” ““----marriage being such an unequal contract --marriage being such an unequal contract -- an institution of an institution of

inhuman tortures – demands such as those for a male child, for inhuman tortures – demands such as those for a male child, for dowry --”dowry --”

“ “ girls cannot receive the full benefits of education mainly because girls cannot receive the full benefits of education mainly because of :of :

Religious misinterpretation & social strictures discourageReligious misinterpretation & social strictures discourage——prevent girls from going to schoolsprevent girls from going to schools

Parents –fear for their girls’ safetyParents –fear for their girls’ safety Early marriage & child birth Early marriage & child birth Expenditure for sending girls to school is considered a wastageExpenditure for sending girls to school is considered a wastage Parents –main responsibility – prepare - daughter for marriage & Parents –main responsibility – prepare - daughter for marriage &

childbearing –childbearing –not for her own individual lifenot for her own individual life ” ” Can be classified as ‘safe’ CDA but in Bangladesh it is far from ‘safe’ Can be classified as ‘safe’ CDA but in Bangladesh it is far from ‘safe’

Hidden curriculum : interpretationsHidden curriculum : interpretations

If the notion of the hidden curriculum is to become If the notion of the hidden curriculum is to become meaningful it will have to be used to analyze not meaningful it will have to be used to analyze not only the social relations of the classroom & only the social relations of the classroom & school, but also the structural “silences” & school, but also the structural “silences” & ideological messages that shape the form & ideological messages that shape the form & content of school knowledge (Giroux, 2001:61)content of school knowledge (Giroux, 2001:61)

Education: a critical perspectiveEducation: a critical perspective

““a reform of – education involves a reform of a reform of – education involves a reform of educators – this is a political task whose purpose educators – this is a political task whose purpose is to make educators – more effective agents for is to make educators – more effective agents for transforming the wider society. It also points to & transforming the wider society. It also points to & increases the possibility for helping students increases the possibility for helping students develop a greater social awareness as well as a develop a greater social awareness as well as a concern for social action”(Giroux,2001:196)concern for social action”(Giroux,2001:196)

The power of a specific class to impose & The power of a specific class to impose & distribute in society specific meanings, message distribute in society specific meanings, message systems, and social practices in order to “lay the systems, and social practices in order to “lay the psychological & moral foundations for the psychological & moral foundations for the economic & political system they control” economic & political system they control” (Dreitzel,1977 cited in Giroux, 2001:196)(Dreitzel,1977 cited in Giroux, 2001:196)

School: reproduction of societySchool: reproduction of society

Schools did more than teach students how “to read, write, Schools did more than teach students how “to read, write, compute, & master the content of -- subjects” (Mehan, compute, & master the content of -- subjects” (Mehan, 1980) 1980)

Schools came to be seen as social sites with a dual Schools came to be seen as social sites with a dual curriculum – one overt &formal, the other hidden & informal curriculum – one overt &formal, the other hidden & informal (Giroux, 2001:45)(Giroux, 2001:45)

These important insights about the schooling process These important insights about the schooling process emerged:emerged:

Schools cannot be analyzed as institutions removed from Schools cannot be analyzed as institutions removed from the socio-economic context in which they’re situatedthe socio-economic context in which they’re situatedSchools are political sites involved in the construction & Schools are political sites involved in the construction & control of discourse, meaning & subjectivitiescontrol of discourse, meaning & subjectivities

The commonsense values & beliefs that guide & structure The commonsense values & beliefs that guide & structure classroom practice are not a priori universals, but social classroom practice are not a priori universals, but social constructions based on specific normative & political constructions based on specific normative & political assumptions.(Giroux, 2001:46)assumptions.(Giroux, 2001:46)

Schools : sites of social reproductionSchools : sites of social reproduction

““schools—now seen as political institutions, schools—now seen as political institutions, inextricably linked to issues of power & control in inextricably linked to issues of power & control in the dominant society. Questions about efficiency the dominant society. Questions about efficiency & smoothness in operation – supplemented with & smoothness in operation – supplemented with enquiries about the way in which the schools enquiries about the way in which the schools mediate & legitimate the social & cultural mediate & legitimate the social & cultural reproduction of class, racial & gender relations in reproduction of class, racial & gender relations in the dominant society (Giroux & Penna 1979 cited the dominant society (Giroux & Penna 1979 cited in Giroux 2001:46)”in Giroux 2001:46)”

School as political site School as political site

Politicization of educational institutions & impact on Politicization of educational institutions & impact on students & education is highlighted: “students & education is highlighted: “Moreover, many Moreover, many educational institutions in Bangladesh educational institutions in Bangladesh areare troubled with troubled with politics and violence. Sometimes institutions politics and violence. Sometimes institutions are are closed closed down to avoid clashes between rival groups of students. down to avoid clashes between rival groups of students. Such closures badly affect academic progressSuch closures badly affect academic progress”.”.

A syntactic analysis reveals the frequent use of copula A syntactic analysis reveals the frequent use of copula verbs (are … are) which indicates high factualityverbs (are … are) which indicates high factuality

They in fact construct a reality (in language) through such They in fact construct a reality (in language) through such syntactic formationssyntactic formations

They dare to verbalize concerns which are equally shared They dare to verbalize concerns which are equally shared most people of the country most people of the country

Freirean view of radical literacy theory: Freirean view of radical literacy theory: an interpretationan interpretation

The relationship between teachers & students would have The relationship between teachers & students would have to be mediated by forms of discourse & content rooted in to be mediated by forms of discourse & content rooted in the cultural capital of the learners & made problematic the cultural capital of the learners & made problematic through modes of critical dialoguethrough modes of critical dialogue

In a pedagogical sense, the words settings & images In a pedagogical sense, the words settings & images contained in school materials have to be reevaluated so contained in school materials have to be reevaluated so that such materials can be seen as bearers of certain that such materials can be seen as bearers of certain meanings & viewsmeanings & views

--analyzed as something that students can construct & --analyzed as something that students can construct & appropriate in order to understand themselves as agents appropriate in order to understand themselves as agents who can engage in the task of social & political who can engage in the task of social & political reconstructionreconstruction

They must learn to speak with their own voices, draw from They must learn to speak with their own voices, draw from their own experiences & produce classroom ‘texts’ that their own experiences & produce classroom ‘texts’ that reflect the social & political issues important to their lives – reflect the social & political issues important to their lives – Freire’s Radical Literacy Theory (cited in Giroux, 2001:228)Freire’s Radical Literacy Theory (cited in Giroux, 2001:228)

The hidden curriculum: a The hidden curriculum: a redefinition redefinition

It is important to use the concept of the hidden curriculum It is important to use the concept of the hidden curriculum as a heuristic tool to uncover the assumptions & interests as a heuristic tool to uncover the assumptions & interests that go unexamined in the discourse & materials that shape that go unexamined in the discourse & materials that shape school experience --- it is crucial that the notion of the school experience --- it is crucial that the notion of the hidden curriculum also be linked to a notion of liberation hidden curriculum also be linked to a notion of liberation grounded in the values of personal dignity & social justice – grounded in the values of personal dignity & social justice – the essence of the hidden curriculum would be established the essence of the hidden curriculum would be established in the development of a theory of schooling concerned with in the development of a theory of schooling concerned with both reproduction and transformation (Giroux, 2001:61)both reproduction and transformation (Giroux, 2001:61)

Promoting Micro-credit – Grameen Promoting Micro-credit – Grameen

Bank’s success storyBank’s success story

““Bangladesh has a long history of micro-credit Bangladesh has a long history of micro-credit finance, with internationally acclaimed finance, with internationally acclaimed organizations – the Grameen Bank, providing organizations – the Grameen Bank, providing credit to the poor, particularly women”credit to the poor, particularly women”

““micro-credit – had a positive effect on socio-micro-credit – had a positive effect on socio-economic variables including children’s schooling, economic variables including children’s schooling, nutrition & family planning ”nutrition & family planning ”

““households rose above the poverty line”households rose above the poverty line” The role of micro-credit in poverty alleviation & The role of micro-credit in poverty alleviation &

rural development is highly laudedrural development is highly lauded Political & Economic agenda? Political & Economic agenda? Politicization of culture?Politicization of culture?

Rationalizing NGO activitiesRationalizing NGO activities

‘‘she is now able to add to her family income. If they she is now able to add to her family income. If they continue doing their work Sakhina & other women working continue doing their work Sakhina & other women working with her will surely see happier days with the new with her will surely see happier days with the new employment opportunities created by the ILO project’employment opportunities created by the ILO project’

‘‘I had nothing of my own before, but now I have so much – I had nothing of my own before, but now I have so much – it has been possible through my hard labour – the credit it has been possible through my hard labour – the credit also goes to NHC of course’ (also goes to NHC of course’ (Natore Horticulture Centre)Natore Horticulture Centre)

Positive contribution of NGO’s to Rural development is Positive contribution of NGO’s to Rural development is highlightedhighlighted

Political/Economic agenda?Political/Economic agenda? Making NGO activity acceptable/sustainable?Making NGO activity acceptable/sustainable?

Globalization : a reality checkGlobalization : a reality check

‘‘In the name of help & co-operation capitalist In the name of help & co-operation capitalist countries are exploiting the cheap labour countries are exploiting the cheap labour available in poorer countriesavailable in poorer countries’’

‘‘This--paves the way for lasting poverty so that This--paves the way for lasting poverty so that the capitalists can continue to have a pool of the capitalists can continue to have a pool of cheap labour to draw fromcheap labour to draw from’’

‘‘the exploited & impoverished workers of the the exploited & impoverished workers of the developing countries are no match for a developing countries are no match for a globalizing powerful capitalismglobalizing powerful capitalism’’

Criticism is direct & harshCriticism is direct & harsh

Teaching for tomorrowTeaching for tomorrow

Our youth “ought to be educated not for the Our youth “ought to be educated not for the present but for a better future condition of the present but for a better future condition of the human race, that is for the idea of humanity” human race, that is for the idea of humanity” (Marcuse, 1972)(Marcuse, 1972)

Thank youThank you