English Language Syllabi in Pakistan: A Postcolonial Analysis of Oxford Progressive English 7 and Oxford Progressive English 8


  • Zakia Resshid Ehsen Former Assistant Professor, Riphah International University
  • Nayyar Abbas M. Phil ,Riphah Institute of Language & Literature, Riphah International University Lahore Campus, Lahore.


English language syllabi, Othering, Eurocentric, Postcolonialism


This essay presents a postcolonial analysis of two textbooks, "Oxford Progressive English 7" and "Oxford Progressive English 8," utilized in lower secondary classes at specific private schools in Pakistan. The research aims to examine the Eurocentric tendencies present in the literature provided to English language learners in the country, with a particular focus on the biased portrayal of colonized individuals as inferior to their colonizers. Through a critical examination of the texts, the study identifies a binary relationship between the colonizer and the colonized, wherein Muslims, Africans, and Asians are often depicted unfavorably, perpetuating misconceptions and implying inherent deficiencies in their character. Moreover, the research explores Alastair Pennycook's (1998) concept of "Othering," analyzing its manifestation in the textbooks. The study's qualitative data analysis of the two textbooks highlights a significant research gap, as limited existing literature addresses the lack of inclusive and diverse material that acknowledges the valuable contributions of non-European cultures to global literature in the context of English language education in Pakistan. The current curriculum inadequately reflects various literary traditions and perspectives, thereby perpetuating a Eurocentric bias that marginalizes non-Western voices. Consequently, there is an urgent need for a culturally diverse and inclusive curriculum that recognizes the richness of the world's literary heritage. To foster a more equitable and informed global perspective among English language learners in Pakistan, it is essential to address Eurocentric prejudices in education. Insights from this study can be utilized to reshape English language instruction in the nation, creating an inclusive learning environment that values the contributions of all cultures and dismantles colonial legacies.





How to Cite

Resshid Ehsen, Z., & Abbas, N. (2023). English Language Syllabi in Pakistan: A Postcolonial Analysis of Oxford Progressive English 7 and Oxford Progressive English 8. Journal of Research in Humanities, 59(01), 98–122. Retrieved from http://jrh.com.pk/index.php/Journal/article/view/126