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Title: The representation of the Orient in English language textbooks used in Libyan secondary schools
Author: Mohamed, Moftah A. S.
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2014
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This qualitative study seeks to explore how 'the Orient' and its culture are characterised in English Language textbooks used in Libyan secondary schools. The study analyses language and images used in the textbooks. This analysis reflects and draws upon the discourses of Post-Colonialism and Orientalism. The language used in the textbooks is analysed using an adapted framework of Fairclough's (1989) approach to Critical Discourse Analysis (CDA) and images are analysed using a Critical Image Analysis (CIA) framework derived from analytical approaches developed by Kress & van Leeuwen (2006) and Scholes (1985). The study establishes, among other things, that the role of the textbooks is not only to support educational processes, but to convey implicitly and explicitly the dominant culture in a systematic way. This resonates with the Post-Colonialism discourse which contends that knowledge production is restricted to the western countries where these textbooks are produced and published. The analysis indicates a substantial degree of cultural betrayal, stereotypical images and structures of non-western cultures, particularly in regard to 'the Orient'. The images and language structures indicate a positive depiction of the West while 'the Orient' and its cultures are presented in a negative manner in many instances. Overall, the study argues that altering the existing misrepresentations and pre-assumed and pre-conditioned reality, whether linguistically or visually, is a key means for the elimination of misconceptions, categorisations and essentialisations of 'the Orient'.
Supervisor: Rosowsky, Andrey Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available