Pakistani Educational Policies and Language Ideologies: A Critical Discourse Analysis
DOI:
https://doi.org/10.5281/zenodo.13896497Keywords:
Critical Discourse Analysis, Language ideologies, educational policies, Power and identity, Pakistan’s multilingualismAbstract
This study investigates the relationship between educational policies and language ideologies in Pakistan, analyzing how language shapes national identity, social hierarchies, and access to power. Employing Critical Discourse Analysis (CDA) through Norman Fairclough’s three-dimensional model, the research critically examines the ideologies embedded in official language policies and their manifestation in educational practices. The study explores the role of English, Urdu, and regional languages in constructing identities, perpetuating socio-economic inequalities, and influencing public discourse. It highlights how language choices within the educational system reflect broader struggles over power and ideology, reinforcing or challenging existing social structures. This analysis contributes to understanding the dynamics between language, education, and power in Pakistan's multilingual context.
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Copyright (c) 2024 Muhammad Haseeb Nawaz, Hira Munir, Anam Ikhtiar, Muhammad Umair, Beenish Anwar
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