Situated Globalization and Racism: An Analysis of Korean High School EFL Textbooks
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.
textbook analysis; situated globalization; power; social responsibility; literacy
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