2023

Lashari, Asadullah; Ali Shah, Waqar; Memon, Talha

Language textbooks are discourse-led documents that contain official knowledge and construct specific learner subjectivities. Official knowledge embodies a worldview that serves the interests of dominant social group. In Pakistan, studies suggest that textbooks in general tend to distort the historical facts in favour of the national narrative. Using six language textbooks (Sindhi, Urdu, and English) taught at government-run schools in Sindh province of Pakistan, this study aims to understand how language is used to construct “Muslim identity”. Moreover, the study also considers minority faith language learners’ perspectives in order to understand their experiences and reactions. The analysis is informed by Fairclough’s (2001, 2003) writings on critical discourse analysis (CDA). The findings reveal that Muslim identity is constructed through a variety of discourses related to Islam. Furthermore, minority faith language learners perceive language learning spaces to be ideologically motivated, promoting a dominant religious identity narrative while disregarding diversity. The study recommends that the process of textbooks design should consider minority faiths to a considerable extent in the interest of inclusive and a sustainable society. The study has implications for wider global contexts, including Asia Pacific where language textbooks promote biases based on religion, gender, ethnicity, and language.