A Critical Pedagogy Analysis of Iranian High-School EFL Textbooks through a Freirean Perspective

Abstract

Abstract This study examines Iranian English as a Foreign Language textbooks through the lens of Paulo Freire's critical pedagogy, particularly focusing on the praxis elements of Action and Reflection, Real-World Engagement, and Interaction and Dialogue. Critical pedagogy emphasizes the importance of education as a practice of freedom, where learners actively participate in dialogue, reflection, and transformation. This research investigates some of the ways in which Iranian EFL textbooks foster and hinder the development of critical consciousness and transformative learning experiences among students. The study also assesses the content within these textbooks in terms of its inclusivity and diversity, evaluating how these elements facilitate or hinder the critical interpretation of current societal dynamics and contribute to transformative educational practices. The analysis reveals significant deficiencies in how these textbooks align with a framework of Freirean praxis. Key findings indicate that the textbooks predominantly utilize controlled language practice, focus heavily on memorization over critical discussion and analysis, and lack explicit engagement with real-world issues relevant to the learners' realities. Moreover, the content reflects a narrow ideological perspective aligned with Iranian and Islamic principles, potentially underpinning a broader national agenda to preserve cultural identity amidst global influences. Furthermore, the textbooks’ structured approach and the absence of explicit support for students’ dialogical engagement inhibit opportunities for critical reflection and transformative action. The prevalence of predefined vocabulary and context, along with a lack of open-ended questions and interactive dialogue, suggests that these textbooks can be interpreted as working to maintain conformity rather than to encourage the critical questioning and exploration advocated by Freire. This approach may restrict students’ ability to apply language skills dynamically and think critically about their own societal roles. Further exploration is necessary to identify how existing educational frameworks and materials can be utilized to further the Freirean objectives of transformative education. Despite the Iranian EFL textbooks' need for reform toward more liberating and inclusive curricula that encourage critical thinking about the status quo, implementing such changes remains a significant challenge. Nevertheless, teachers have the potential to make impactful changes within their classrooms by introducing supplementary materials and engaging teaching strategies.