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Cultural Hegemony Mapped: Applying Critical Discourse Analysis on Iran Language Institute's Reading Passages | ||
| Research in English Language Education Journal | Farhangian University | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 17 شهریور 1405 | ||
| نوع مقاله: Reviews | ||
| شناسه دیجیتال (DOI): 10.48310/relej.2026.23154.1192 | ||
| نویسنده | ||
| Behnam Ameri* | ||
| Kerman Education Department, Ministry of Education, Kerman, Iran/ Adults Department, Iran Language Institute, Kerman, Iran | ||
| چکیده | ||
| This article studies the way Western cultural hegemony materializes itself as a discourse in High-Intermediate reading passages of the Iran Language Institute’s textbook series. Analyzing three purposively selected texts from the ILI Textbook High-Intermediate Series, this study employs Critical Discourse Analysis guided by Fairclough’s three-dimensional model and informed by Gramsci’s theory of hegemony. The chosen texts represent three distinct discursive domains: consumerism (“It’s a Bargain,” High-Intermediate 1), politics (“Candidate for Mayor,” High-Intermediate 2), and morality (“Compassion,” High-Intermediate 3). The findings show that although the texts are considered neutral language teaching materials, they – through discursive mechanisms – naturalize neoliberal and liberal humanist precepts of Western societies as universal and common sense. The linguistic mechanisms include presuppositions, direct address, metaphor, and strategic omissions. The Iranian reader assumes the role of a savvy consumer, an informed voter in a US-style election, and a morally exemplary individual measured against a secular humanist ethical framework. What comes to light is a cumulative hegemonic project across proficiency levels, illustrating how learners’ subjectivity is progressively shaped in alignment with Western cultural and ideological norms. The study concludes that reading passages in the ILI High-Intermediate series systematically construct a cumulative hegemonic project that positions Iranian learners as imagined Western subjects, revealing that even locally produced materials can reproduce Western cultural and ideological norms. | ||
| کلیدواژهها | ||
| EFL textbooks؛ neoliberalism؛ liberal humanism؛ Iranian learners؛ hidden curriculum | ||
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