REPRESENTATIONS OF PEACE AND SOCIOCULTURAL VALUES IN THE ENGLISH FOR NUSANTARA TEXTBOOK : A CRITICAL DISCOURSE ANALYSIS
DOI:
https://doi.org/10.24252/elite.v13i1.62696Keywords:
Peace education, Critical Discourse Analysis, ELT textbook, ideology, English for NusantaraAbstract
This study examines how peace values are discursively represented in the Indonesian national English textbook English for Nusantara for Grade 8. Using Balasooriya’s (2001) tripartite model of peace inner peace, social peace, and peace with nature and Fairclough’s (1992, 2013) Critical Discourse Analysis (CDA) framework, it explores how linguistic and visual elements convey ideological meanings of peace. Textual and visual data from the textbook were analyzed through description, interpretation, and explanation. The findings show that peace values are integrated across multimodal representations forming three main discourses. Social peace appears through narratives and visuals of cooperation, cultural celebration, and national harmony. Inner peace emerges through portrayals of empathy, mindfulness, and digital ethics, highlighting moral discipline. Peace with nature is expressed through ecological awareness and civic responsibility. Elements of gender equality and self-acceptance also reinforce social and inner harmony. From a CDA perspective, the textbook positions English for Nusantara as an ideological tool promoting collectivism, moral order, and nationalism as ideal traits of Indonesian learners. The study concludes that CDA-based textbook analysis is crucial for fostering critical literacy and reflection on how English teaching materials shape moral and sociocultural worldviews.
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