A Critical Discourse Analysis of Multicultural Content in English Text Books of Secondary School Level Sindh Pakistan

Abstract

National curricula and textbooks vigorously develop and shape the values, ideologies, identities, attitudes, and behaviors. Textbooks develop abilities to maintain social justice, equality, respect for diversity, tolerance, and harmony. The study has been carried out to analyze the multicultural contents in the 9th and 10th Class English textbooks of the Sindh textbook board. Critical discourse analyses have been used using a qualitative approach by analyzing 46 lessons of both grades. By analyzing the content, it has been found that though there are subjects such as Islamic studies/ Islamiat and Social Studies/Pakistan studies, English textbooks are more influenced by Islam and post-independence war heroes. The textbooks focus less on diversity exceptionally multicultural content. The content is more biased with the narrower view. It is recommended that English textbooks be revised, keeping in mind global trends in education and standards defined by the federal government of Pakistan.