Toward a Critical Pedagogy for Fostering Critical Cultural Awareness: A Three-Pronged Model for Primary EFL Textbook Analyses

Second Author's Department

International & Comparative Education Department

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https://doi.org/10.1007/978-3-031-84659-5_3

All Authors

Ahmed Awaad, Daria Mizza, Ramy Shabara

Document Type

Research Article

Publication Title

Curriculum Studies Worldwide

Publication Date

1-1-2025

doi

10.1007/978-3-031-84659-5_3

Abstract

This chapter proposes a Three-Pronged Model of Analysis that provides a framework for analyzing the cultural content of the EFL school textbooks introduced at the primary school level under the Education Reform Program in Egypt. The proposed model, encompassing cultural representation, intercultural dialogue, and cultural competence, is grounded in the theoretical framework of intercultural communicative competence, which emphasizes the importance of developing learners’ ability to critically examine and question cultural beliefs and practices (Awayed-Bishara, M., EFL pedagogy as cultural discourse: Textbooks, practice, and policy for Arabs and Jews in Israel. Routledge, 2020). Through this model, the authors encourage the adoption of a critically oriented pedagogy, as advocated by Byram (Journal of the NUS Teaching Academy 1:10−20, 2011) and Kumaravadivelu (Cultural globalization and language education. Yale University Press, 2008), to foster critical cultural awareness among Egyptian EFL learners. Validating the model against the first four primary-stage EFL school textbooks, they identified positive, pedagogically sound representations of Egyptian-looking characters with Egyptian names and the inclusion of people with disabilities. However, the critical lenses of the model reveal that the depicted families belong to the upper socioeconomic class, potentially excluding learners from less privileged backgrounds. Additionally, while some cultures are foregrounded, others are excluded, which could inadvertently reinforce negative stereotypes and cultural hierarchies. The chapter recommends applying this model to more advanced EFL school textbooks, particularly in preparatory or secondary stages, to address these issues and promote a more inclusive and nuanced understanding of diverse cultures.

First Page

39

Last Page

70

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