CRITICAL PEDAGOGY: ANALYZING SOCIAL POWER ANDCULTURAL IDENTITY IN MOROCCAN EFL HIGH SCHOOLGATEWAY TO ENGLISH 2 TEXTBOOK

This article aims to examine social power and cultural identity in four units ofGateway to English 2 textbook in Morocco, it is a textbook for teaching Englishas a foreign language for second baccalaureate. Besides, the variety of languagesalong with regional Moroccan dialects entail different cultural perspectives andpolitical guidelines to project students’ orientations and national red lines torespect, since school is regarded as an area for national identities by usingpedagogical implementations. In addition, the curriculum mustn’t be a vehicle toconvey social inequality or bias, but rather a suitable vehicle to promote socialdemocracy and justice for all cultural identities, and in doing so, critical pedagogycan be an effective strategy for all students to see themselves in the curriculumand reshape future guidelines for themselves and their society. The data of thisstudy was analysed through three stages of Fairclough’s (Fairclough, 2017)approach to critical discourse analysis: description, interpretation, andexplanation. The findings revealed that Gateway to English 2 textbookmisrepresented Moroccan women in terms of literacy, knowledge and socialposition in Moroccan society and conveyed social and political guidelines

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本研究旨在剖析摩洛哥《Gateway to English 2》教材四个单元中的社会权力与文化认同，该教材是供摩洛哥高中二年级毕业会考阶段使用的英语作为外语教学课本。
此外，摩洛哥本土方言与多元语言生态催生了各异的文化视角与政治导向，旨在引导学生明确自身价值取向与需恪守的国家底线；而学校依托教学实践，本应成为塑造国民身份认同的重要场域。
此外，课程不应成为传递社会不公与偏见的载体，而应成为推动社会民主、保障所有文化身份群体享有公平正义的恰当媒介；借此路径，批判教育学（critical pedagogy）可成为有效策略，帮助全体学生在课程中找到自身定位，并为自身与社会重塑未来发展导向。
本研究的数据通过费尔克拉夫（Fairclough, 2017）提出的批判话语分析（critical discourse analysis）三阶段框架进行解析，该框架包含描述、阐释与解释三个环节。
研究结果显示，《Gateway to English 2》教材在摩洛哥女性的识字水平、知识储备与社会地位层面存在刻板呈现，并传递了特定的社会与政治导向。
（PDF文献）批判教育学：摩洛哥英语作为外语（English as a Foreign Language, EFL）高中教材《Gateway to English 2》中的社会权力与文化认同分析。获取链接：https://www.researchgate.net/publication/372405423_CRITICAL_PEDAGOGY_