Situated Globalization and Racism: An Analysis of Korean High School EFL Textbooks

Authors

  • Incho Lee

DOI:

https://doi.org/10.20360/G2F59N

Keywords:

textbook analysis, situated globalization, power, social responsibility, literacy

Abstract

This study examines the content of South Korean high school English as a Foreign Language (EFL) textbooks to investigate the ways in which globalization is reflected in the textbooks. A content analysis reveals that the textbooks promote Westerners and their cultures in positive terms while non-Westerners and their cultures are consistently marginalized. The complex interpretations of the division of the West and non-West are suggested, particularly with respect to power, privilege, and unique manifestations of situated globalization in South Korea. The author calls for critical awareness to promote English as a tool for intercultural understandings.

Author Biography

Incho Lee

Pennsylvania State University

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Published

2011-01-17

How to Cite

Lee, I. (2011). Situated Globalization and Racism: An Analysis of Korean High School EFL Textbooks. Language and Literacy, 11(1). https://doi.org/10.20360/G2F59N

Issue

Vol. 11 No. 1 (2009)

Section

Articles

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