IARTEM e-journal https://ojs.bibsys.no/index.php/IARTEM <p><em>IARTEM e-journal</em> is an international, interdisciplinary, peer-reviewed, open access electronic journal published by the <a href="http://iartem.org/">International Association for Research on Textbooks and Educational Media</a>. It is designed to provide a scholarly forum for research on textbooks and educational media and resources. The journal publishes theoretical, methodological and empirical contributions within the fields of textbooks, educational media and resources, usage, analysis, impact studies, history, design, production and publishing and their role in teaching<u>, </u>learning and educational achievement at all educational levels from kindergarten to lifelong learning.</p> <p>The journal publishes mainly in English, but accepts contributions in Portuguese and Spanish, with titles, abstracts and keywords in English.</p> en-US <p>Content published in IARTEM e-journal is - unless otherwise is stated - licensed through <a href="https://creativecommons.org/licenses/by-nc-nd/4.0/" target="_blank" rel="noopener">Creative Commons License BY-NC-ND 4.0</a>. Content can be copied, distributed and disseminated in any medium or format under the following terms:</p> <p>Attribution: You must give appropriate credit and provide a link to the license</p> <p>Non-Commercial: You may not use the material for commercial purposes.</p> <p>No derivatives: If you remix, transform, or build upon the material, you may not distribute the modified material.</p> <p>No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.</p> <p>Notice: No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.</p> <p>Authors who publish in IARTEM e-journal accept the following conditions:</p> <p>Author(s) retains copyright to the article and give IARTEM e-journal rights to first publication while the article is licensed under the Creative Commons CC BY-NC-ND 4.0. This license allows sharing the article for non-commercial purposes, as long as the author and first publishing place IARTEM e-journal are credited.</p> <p>The author is free to publish and distribute the work/article after publication in IARTEM e-journal, as long as the journal is referred to as the first place of publication. Submissions that are under consideration for publication or accepted for publication in IARTEM e-journal cannot simultaneously be under consideration for publication in other journals, anthologies, monographs or the like. By submitting contributions, the author accepts that the contribution is published online in IARTEM e-journal.</p> georges-louis.baron@u-paris.fr (Georges-Louis Baron) Ommund.Vareberg@usn.no (Ommund Carsten Vareberg) Mon, 24 Apr 2023 10:17:11 +0200 OJS http://blogs.law.harvard.edu/tech/rss 60 Editorial, vol 15-1 https://ojs.bibsys.no/index.php/IARTEM/article/view/1045 <p>Editorial for volume 15, issue 1</p> Georges-Louis Baron Copyright (c) 2023 Georges-Louis Baron https://creativecommons.org/licenses/by-nc-nd/4.0 https://ojs.bibsys.no/index.php/IARTEM/article/view/1045 Mon, 24 Apr 2023 00:00:00 +0200 Representation of Culture and National Identity in Pakistani ESL Textbooks https://ojs.bibsys.no/index.php/IARTEM/article/view/975 <p>The present study examined the spectrum of cultures, specifically the representation of source culture in relation to Pakistan’s national identity construction in English textbooks. Six locally developed textbooks in Pakistan were analysed qualitatively. Moreover, Cortazzi’s &amp; Jin’s categorisation of culture plus Kachru’s (1992) Concentric circles and Shahsani’s taxonomy of culture categorisation were employed as an analytical framework to look at the contents of the textbooks. The contents of each unit/lesson were thoroughly examined to expose the representation of cultures that help form the students' national identity. Resultantly, the study's findings divulge the disproportionate representation of source, target, and international cultures; however, the representation of source culture outweighs the other two cultures. It further reveals the incorporation of source cultural values, norms, and roles that disseminate information about Pakistan, its history, geography, national heroes, Islam; Islamic teaching, beliefs, traditions, manners, ethics, morality, gender’s roles, and national cultural heritage that contribute to the construction of Islamic based national identity of Pakistan. To sum up, the writers of the textbooks construct students’ national identity by representing source culture materials in the English textbooks that also pave the way to the formation of Pakistani English.</p> Sajid Hussain, Shanti C. Sandaran, Abdul Saeed Copyright (c) 2023 Sajid Hussain, Shanti C. Sandaran, Abdul Saeed https://creativecommons.org/licenses/by-nc-nd/4.0 https://ojs.bibsys.no/index.php/IARTEM/article/view/975 Mon, 24 Apr 2023 00:00:00 +0200 How well do materials evaluation schemes empower users to detect problematic social group portrayals within ELT materials? https://ojs.bibsys.no/index.php/IARTEM/article/view/973 <p>This research sought to determine how well schemes for evaluating English language teaching (ELT) materials provide guidance in detecting problematic social group portrayals. I collected 107 frameworks for ELT materials evaluation, assessing the guidance provided for detecting social group portrayals problematic in ELT materials. Specifically, I considered how well these frameworks instructed users in detecting ableism, ageism, lookism, racial bias, religious bias, cultural bias, undue UK/US focus, undue English native speaker focus, gender bias, heteronormativity, and urbanormativity. While results revealed some attention to these social group issues, this attention was limited and guidance to users was poor, especially when compared with more traditional areas of ELT materials evaluation such as that afforded to assessing presentations of grammar and vocabulary. This suggests a troubling blind spot in materials evaluation, one that could allow ELT pedagogy to promote social injustice given that problematic social group portrayals can form a potent hidden curriculum.</p> Charles Brown Copyright (c) 2023 Charles Brown https://creativecommons.org/licenses/by-nc-nd/4.0 https://ojs.bibsys.no/index.php/IARTEM/article/view/973 Mon, 24 Apr 2023 00:00:00 +0200