REPRESENTING LOCAL AND GLOBAL CULTURE IN INDONESIAN ENGLISH TEXTBOOKS THROUGH CRITICAL DISCOURSE ANALYSIS

Abstract

This study examines the representation of local and global cultures in English language textbooks used in Indonesia through Critical Discourse Analysis (CDA). The research reveals a significant cultural imbalance, with an overwhelming emphasis on Western or English-speaking cultures, while local Indonesian cultures are either superficially represented or excluded. This imbalance risks distorting students' perceptions of the world and undervaluing local cultural identities. The analysis of both textual and visual elements uncovers how these textbooks convey underlying ideologies that prioritize global, Western values while marginalizing local cultural perspectives. While global cultures are depicted with greater depth, local cultures are often reduced to mere references or omitted entirely, limiting opportunities for critical engagement and intercultural understanding. This lack of depth in representing local culture hinders the development of students' intercultural communicative competence. The study calls for a curriculum reform that integrates both local and global cultural elements, promoting a more balanced and inclusive approach to teaching. Such changes would allow for a deeper understanding of cultural diversity and encourage students to engage more critically with both local and global cultural issues. By fostering a more inclusive learning environment, this research advocates for educational reforms that reflect the cultural richness of both local and global communities, providing students with a broader perspective in an increasingly interconnected world.