Decolonizing English Language Textbooks
Routledge (Verlag)
978-1-041-10126-0 (ISBN)
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Using a South-North inter-epistemic dialogue, the book challenges conventional notions of undertaking research that includes local ways of knowing and indigenous knowledge. By doing so, the book disrupts colonial ideologies, values and culture, and instead suggests local indigenous frameworks and methodologies for textbook research and epistemology. Contributors engage with various methodologies, such as ethnography, action research, textbook analysis, duo-ethnographies, and interview-based studies informed by various theoretical perspectives including translanguaging, postmethod condition, critical visual literacy, gender decoloniality, critical discourse studies, multimodality, raciolinguistics, decolonial awakening, Afro-centric epistemologies, decolonial interculturality, and pedagogy of becoming. Chapters also uncover how teacher educators, researchers, and textbook writers view, engage and negotiate with these discourses. With chapters originating from across the globe (such as Nigeria, Algeria, Pakistan, Indonesia, Columbia, Brazil, Denmark, Chile, Bangladesh, Morocco, and Greece), the book demonstrates rich geographical and epistemological diversity.
Ultimately providing a wealth of insights for researchers working on decolonization in TESOL/ELT in general and on ELT textbooks and pedagogy in particular, this book will be of use to scholars, researchers and postgraduate students in the fields of curriculum studies, teachers and teacher education, and language education.
Waqar Ali Shah is Assistant Professor in English, Center of English Language & Linguistics, Mehran University of Engineering and Technology, Pakistan Liaquat A. Channa is Professor in English, Government College (GC) University Hyderabad, Sindh, Pakistan Asadullah Lashari is Assistant Professor and Department Head of English, University of Sindh, Pakistan
A foreword
Tommaso Milani
Introduction
Waqar Ali Shah, Liaquat Ali Channa & Asadullah Lashari
Section I Textbooks as (de)colonial artefacts: Disrupting discursive/semiotic and
pedagogical landscapes in English language textbooks through Southern (re)imaginations
1. English language textbooks: Thinking out of the boxes of coloniality
Karen Risager
2. Decolonizing EFL textbooks: Challenging the marginalization of Indigenous cultures in Chile
Leonardo Veliz & Mauricio Véliz-Campos
3. Interrogating colonial ideologies in elementary English textbooks in Nigeria
Yetunde S. Alabede & Vaughn W. M. Watson
4. Image representation of women in the textbook ‘Way to English for Brazilian Learners’: critical analysis from the perspective of decoloniality of gender
Wagner Barros Teixeira, Doris Cristina Vicente da Silva Matos & Alciclei da Graça Cruz
5. Untangling coloniality of knowledge and culture in TESOL textbooks in Higher Education: Implications for epistemic delinking
Benachour Saidi
6. Disrupting standard language ideologies and hegemony of method in Pakistani university ELT curricula: Reclaiming reparations through translingual competence
Sarwat Anjum
7. Foreign language textbooks and the multimodal representation of linguistic coloniality: A corpus-assisted discourse study from Indonesia
Danang Satria Nugraha
Section II Textbook production, use and critical interventions: re-imagining textbook
discourses through South-North dialogues
8. Decolonizing language textbooks through dialogue with contemporary, conceptual art
Christine Calfoglou
9. Negotiating gender discourses in Algerian EFL textbooks through decolonial pedagogy
Ouacila Ait Eldjoudi
10. Collaborative ELT materials design: An Alternative to disrupt English textbook hegemony
Jhon Eduardo Mosquera Pérez
11. Decolonizing EFL textbooks in Colombia: A pedagogical intervention through contextualized materials
Jhonatan Vasquez-Guarnizo & Mairon Felipe Tobar-Gómez
12. Bridging the Gap: Materials development for decolonizing EMI in Bangladeshi Higher Education
Golam Kader Zilany
13. Unsettling entanglements of internal and external forms of colonialism in locally produced English textbooks: Decolonial trio-autoethnographic narratives
Liaquat Ali Channa, Asadullah Lashari, Waqar Ali Shah
Conclusion
| Erscheint lt. Verlag | 30.4.2026 |
|---|---|
| Reihe/Serie | Global South Perspectives on TESOL |
| Zusatzinfo | 16 Tables, black and white; 25 Halftones, black and white; 25 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Themenwelt | Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft |
| Sozialwissenschaften ► Pädagogik | |
| ISBN-10 | 1-041-10126-0 / 1041101260 |
| ISBN-13 | 978-1-041-10126-0 / 9781041101260 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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