The Embedded Ideology in English and History Textbooks at the Public High Schools in Egypt
Soliman, R., Shaker, H. (2022). The Embedded Ideology in English and History Textbooks at the Public High Schools in Egypt. EKB Journal Management System, 1(1), 60-112. doi: 10.21608/psjer.2022.155767.1001
Randa Soliman; Heba Saber Shaker. "The Embedded Ideology in English and History Textbooks at the Public High Schools in Egypt". EKB Journal Management System, 1, 1, 2022, 60-112. doi: 10.21608/psjer.2022.155767.1001
Soliman, R., Shaker, H. (2022). 'The Embedded Ideology in English and History Textbooks at the Public High Schools in Egypt', EKB Journal Management System, 1(1), pp. 60-112. doi: 10.21608/psjer.2022.155767.1001
Soliman, R., Shaker, H. The Embedded Ideology in English and History Textbooks at the Public High Schools in Egypt. EKB Journal Management System, 2022; 1(1): 60-112. doi: 10.21608/psjer.2022.155767.1001

The Embedded Ideology in English and History Textbooks at the Public High Schools in Egypt

Port Said Journal of Educational Research
Volume 1, Issue 1, September 2022, Page 60-112  XML PDF (775.58 K)
Document Type: Original Article
DOI: 10.21608/psjer.2022.155767.1001
View on SCiNiTO View on SCiNiTO
Authors
Randa Soliman email 1; Heba Saber Shaker2
1Assistant Professor - faculty of education - Ajman University - UAE
2College of Education - Alexandria University - Alexandria - Egypt
Abstract
This study is looking at textbooks as an ideological phenomenon. It uses a content analysis combined with a focus on the linguistic features of the English textbooks (ETBs) and History textbooks (TBs) officially approved and published in Egypt for the secondary stage of education. Inferences are drawn about the embedded ideology of the textbooks (TBs) under investigation by focusing on the theme selection by omission or emphasis, the linguistic devices, images, and texts. The effects of the political and socioeconomic change in Egypt on TBs content and design are highlighted and matched against the objectives of teaching both English and History there. The findings of this study show that Neoliberalism dominates the design and content of History textbooks. History textbooks align with the Scholar Academic ideology while English textbooks align with the Social Reconstruction ideology and the Learner Centered ideology. Suggestions and recommendations offered in this study will help textbook (TB) evaluators and teachers develop a method of evaluating the textbook embedded ideology so that their judgments for textbook selection and evaluation can be made on reasonably secure grounds. It guides textbook designers to integrate the Learner-Centered ideologies and the Social Reconstruction ideologies into textbook images, texts, and tasks so that learners will develop both language and identity.
Keywords
Keywords: Embedded Ideology; English Textbooks; History Textbooks; Public High Schools; Content analysis
Statistics
Article View: 229
PDF Download: 360