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2024年4月12日发(作者：帝国cms封面模板)
representations of the world
in language textbooks
Given its interrelation with culture, language is
perceived as a symbolic representation of people
(Mahmoud, 2015). Risager's (2021) book
Representations
of the World in Language Textbooks
seeks to find out
images of culture, society, and the world in language
pedagogy by analyzing foreign language textbooks in
six languages (English, German, French, Spanish,
Danish, and Esperanto). Risager has made a remarkable
contribution in breaking through the gap between
theory and practice. His empirical analysis of culture
in textbooks distinguishes five theoretical approaches:
national studies, citizenship education studies,
Cultural studies, postcolonial studies, and
transnational studies.
Chapter 1,
Representations of the World
, focuses on
the perspectival nature of knowledge representation.
The author uses Foucault's explanation of knowledge:
“it is socially situated and embedded in discourses,
always seen, and represented from somewhere and by
some people with life histories, experiences, and
power positions” (Foucault, 1976). Furthermore, the
chapter discusses three approaches to representation:
the reflective, the intentional and the
constructionist. The reflective approach implies that
representation directly reflects reality; the
intentional approach suggests the intention of the
textbook writer plays a visible role in representation.
The constructionist approach advocates those
individual readers construct dynamic representations
of the textbook. In the following, the author mainly
illustrates the characteristics of the five
theoretical approaches upon which textbooks are
analyzed, discusses the role of publishers and the
selection of textbooks, then introduces the Danish
education system.
Chapter 2,
Culture in Textbooks Analyses around the
World
, begins with a presentation of three kinds of
methodologies in the field of textbook analysis:
thematic analysis, intercultural analysis, and power
and empower analysis. Thematic analysis regards
knowledge as factual knowledge that can be divided
into various themes and topics. Intercultural analysis
implies the construction of knowledge resides in
“students' awareness of different sociocultural
perspectives, identities and their implications for
intercultural munication and understanding, empathy
and collaboration” (p. 28). Power and empower
analysis favor the method of critical discourse
analysis, seeing the representations of world as
conflicts, ideologies, and intercultural learning. In
order to concretely illustrate the three methodologies,
the author discusses related theoretical results in
the sections that focus on thematic categories,
including different parts of the world, geographical
contexts, genres of textbooks and cultural politics.
The last part of this chapter introduces a survey
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