4.2.1. Controversial topics avoided:
As stated in Appendix H, the analysis of the content of H/I
shows that the following issues are not mentioned: sex, narcotics, anarchy,
Israel and six pointed stars, racism, genetic engineering, terrorism, isms, and
pork. They are regarded as highly controversial for ethical
and ideological reasons, therefore, avoiding them is a concern
for the publishers in order to evade any obstacle that might hinder the global
spread of the coursebook.
Due to the controversial nature of the topics mentioned
earlier, publishers seem to have chosen to avoid them in H/I. Avoiding these
topics is another price that publishers pay to preserve their global clients.
Avoiding isms could mean depriving learners from discussing certain issues such
as capitalism, communism, consumerism, racism and the like. Although it could
be said that these topics may be boring for some learners, isms could be also
motivating for others. Additionally, H/I encompasses no reference to land
disputes and conflicts or people from Palestine or Israel just because
mentioning them is not «appropriate» for a global audience.
Discussing these controversial issues in an ELT global
coursebook could represent a source of motivation and of developing
argumentation skills (Thornbury, 2002) for the kind of learners who might look
at the teaching of English as an imperialistic act. Certainly, argumentation
skills could be developed using other topics. But the problem is that if local
audiences accept discussing these controversial topics, then, avoiding them is
a non suitable decision.
It could be said, then, that priority is given to fear of
offending users, which seems to be a «golden» rule for publishers to
preserve the global business of selling ELT coursebooks around the world. It
seems that the generalisation rule on which the publishers of global
coursebooks operate is hindering, especially that many teachers around the
world consider the coursebook as a book that is to be followed literally
(Apple, 1989) and they do not adopt appropriation techniques.
4.2.2. Controversial topics treated with caution:
This study found that three issues are treated with caution in
H/I, which are politics, violence, and AIDS (see Appendix H).
As far as the theme of politics is concerned the writers
mentioned it twice and in general instances. Viewing the controversial aspect
of this theme, publishers seem to have chosen to mention one positive feature
of it, which is just the idea of meeting the president, and one negative
feature, which is saying that all politicians tell lies. However, one wonders
whether this diplomatic mention of what shapes human lives is sufficient and
representative of the global reality of politics. The importance of politics in
language teaching is that it provides an important opportunity for learners to
develop argumentation skills. Avoiding it is another problem resulting from the
globalisation of what needs to be local. Because the coursebook is designed for
a global audience, it seems that publishers seek to please everybody (Gray,
2002) even at the expense of effective learning of non-western learners.
The theme Violence, in turn, is treated with caution despite
the fact that it is a world problem that affects all countries all over the
world. In H/I it is reduced only to domestic violence (although this issue is
highly important), dealt with only in the last unit (Unit 12), without any
mention of other types of violence such as war, discrimination, and rape.
One wonders whether this is related to what could be termed
`the every one is happy principle' that characterises the units and roles in
the coursebook. According to proponents of «authenticity» of
materials (Nunan, 1988), this reductionism is not effective for learners as it
depicts an unreal world for most people on the globe and even in western
countries who suffer from violence too. Compromising at the global level
inhibits learners from motivating issues to be discussed in classrooms.
AIDS, in turn, was treated with caution in H/I. It was
mentioned only once may be because of the sensitivity of the topic for various
cultures across the world. In order not to lose markets, publishers prefer not
to incorporate this theme despite the fact that avoiding discussing this theme
prevents the coursebook from being an instrument of change and raising
awareness in learners from different parts of the world society.
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