COMPARATIVE ANALYSIS OF ENGLISH LANGUAGE TEXTBOOKS OF CAMBRIDGE AND PUNJAB TEXTBOOK BOARD OF GRADE V USING BANK’S FIVE DIMENSIONS OF MULTICULTURAL EDUCATION FRAMEWORK

Abstract

An evaluation of multicultural content in Grade V English language textbooks from Cambridge University Press and the Punjab Curriculum and Textbook Board (PCTB) depends on James A. Banks’ Five Dimensions of Multicultural Education Framework. This study conducted a qualitative content analysis to explore the amount of cultural diversity along with critical thinking and inclusive education found in textbooks published by Cambridge University Press and Punjab Curriculum and Textbook Board. The study included interviews with teachers to gain detailed information about how these textbooks actually influence normal classroom teaching practices. The Cambridge textbook delivers an extensive multicultural approach by embracing diverse cultural understandings and stimulating critical thinking while promoting inclusion which supports Banks' developmental model. The PCTB textbook primarily explores Pakistani cultural content while failing to present global ideas or provide deep critical thinking opportunities. Teachers who use PCTB textbooks voiced two main issues regarding limited minority inclusion alongside rote memorization practices. Research evidence shows students need national identity education but textbook content should integrate global perspectives for preparing students to interact in the diverse global world. Multiple authors suggest that PCTB textbooks should receive updates that use culturally diverse stories along with interactive methods and analytical discussions which would support students in understanding multiculturalism better.