Neoliberalism, celebrity and Neoliberalism, celebrity and ‘aspirational content’ in ELT ‘aspirational content’ in ELT

textbooks for the global market textbooks for the global market

University of WarwickUniversity of Warwick October 19th 2011October 19th 2011

John GrayJohn Grayj.gray@uel.ac.ukj.gray@uel.ac.uk

OverviewOverview

Researching textbooksResearching textbooks Celebrity – what is and how has it Celebrity – what is and how has it

been theorisedbeen theorised Neoliberal ideologyNeoliberal ideology The case of textbooksThe case of textbooks DiscussionDiscussion

Researching textbooksResearching textbooks

Cultural artefact vs curriculum Cultural artefact vs curriculum artefactartefact

Textbooks are core commodities in Textbooks are core commodities in the ELT industrythe ELT industry

ELT research is about inter-ELT research is about inter-disciplinary ‘boundary work’disciplinary ‘boundary work’

Textbook analysis vs Textbook Textbook analysis vs Textbook evaluationevaluation

Gräf, G. & S. Hoffmann (1968) English Gräf, G. & S. Hoffmann (1968) English for You/2. Volkseigener Verlag: Berlinfor You/2. Volkseigener Verlag: Berlin

Gräf, G. & S. Hoffmann (1968) English Gräf, G. & S. Hoffmann (1968) English for You/2. Volkseigener Verlag: Berlinfor You/2. Volkseigener Verlag: Berlin

Question tags and negative questions:Question tags and negative questions:

A: Before 1933 Marx House A: Before 1933 Marx House waswas a workers’ club, a workers’ club, wasn’twasn’t it? it?

B: I think so. B: I think so. Hadn’tHadn’t it been a school before? it been a school before?

A: That’s right.A: That’s right.

Make up similar dialogues with:Make up similar dialogues with:

1) Lenin printed the paper “Iskra” in Marx House – a 1) Lenin printed the paper “Iskra” in Marx House – a British socialist had given him a corner of his office.British socialist had given him a corner of his office.

English for Islamic purposesEnglish for Islamic purposes

Soars, L. & J. Soars (2005). Soars, L. & J. Soars (2005). New Headway/Upper-New Headway/Upper-IntermediateIntermediate. Oxford: OUP. Oxford: OUP

A I don’t know how you can afford to buy all A I don’t know how you can afford to buy all those fabulous clothes!those fabulous clothes!

B B Still/HopefullyStill/Hopefully, I’m going to get a bonus , I’m going to get a bonus this month. I should do. My boss promised this month. I should do. My boss promised it to me. it to me. After all/PresumablyAfter all/Presumably, I did earn , I did earn the company over £100,000 last year. the company over £100,000 last year. Basically/ActuallyBasically/Actually, it was nearer , it was nearer £150,000. I do deserve it, don’t you think.£150,000. I do deserve it, don’t you think.

B B Of course/In factOf course/In fact, you do., you do.

OO’’Neill, R. (1970). Neill, R. (1970). English in Situations.English in Situations. Oxford: OUP. Oxford: OUP.

Soars, J.& L. Soars (2002) Soars, J.& L. Soars (2002) New Headway Pre-New Headway Pre-IntermediateIntermediate. Oxford: OUP. Oxford: OUP

Textbook sample (1)Textbook sample (1)

Hartley, B. & P. Viney. (1979) Hartley, B. & P. Viney. (1979) Streamline Streamline

ConnectionsConnections. Oxford: OUP.. Oxford: OUP.

Abbs, B. & I. Freebairn. (1984) Abbs, B. & I. Freebairn. (1984) BuildingBuilding

StrategiesStrategies. Harlow: Longman. . Harlow: Longman.

Swan, M. & C. Walter. (1990) Swan, M. & C. Walter. (1990) The NewThe New

Cambridge English Course 2.Cambridge English Course 2. Cambridge: Cambridge:

CUP.CUP.

Soars, J. & L. Soars. (2003) Soars, J. & L. Soars. (2003) The new EditionThe new Edition

New Headway/IntermediateNew Headway/Intermediate. Oxford: OUP.. Oxford: OUP.

Textbook sample (2)Textbook sample (2)

Headway Intermediate (Soars and Soars, 1986); Headway Intermediate (Soars and Soars, 1986); New Headway Intermediate (Soars and Soars,1996; New Headway Intermediate (Soars and Soars,1996; 2003; 2009); New Headway Upper-Intermediate 2003; 2009); New Headway Upper-Intermediate (Soars and Soars 1998); New Headway Elementary (Soars and Soars 1998); New Headway Elementary (Soars and Soars 2000a; 2011); New Headway Pre-(Soars and Soars 2000a; 2011); New Headway Pre-Intermediate (Soars and Soars 2000b); New Intermediate (Soars and Soars 2000b); New Headway Advanced (Soars and Soars 2003b); New Headway Advanced (Soars and Soars 2003b); New Headway Upper-Intermediate (Soars and Soars Headway Upper-Intermediate (Soars and Soars 2005); New Cutting Edge Intermediate 2005); New Cutting Edge Intermediate (Cunningham and Moor 2005a); New Cutting Edge (Cunningham and Moor 2005a); New Cutting Edge Upper-Intermediate (Cunningham and Moor 2005b). Upper-Intermediate (Cunningham and Moor 2005b).

What is celebrity?What is celebrity? Celebrity = ‘the attribution of Celebrity = ‘the attribution of

glamorous or notorious status to an glamorous or notorious status to an individual’ (Rojek 2001: 10)individual’ (Rojek 2001: 10)

Celebrity = ‘impact on public Celebrity = ‘impact on public consciousness’ (ibid: 10)consciousness’ (ibid: 10)

Celebrity = ‘people who are objects of Celebrity = ‘people who are objects of pronounced media attention over which pronounced media attention over which they may have only a limited amount of they may have only a limited amount of control’ (Biressi & Nunn 2008: 159). control’ (Biressi & Nunn 2008: 159).

Gray, J. (2012) ‘Neoliberalism, celebrity and ‘aspirational Gray, J. (2012) ‘Neoliberalism, celebrity and ‘aspirational content’ in English language teaching textbooks for the global content’ in English language teaching textbooks for the global

market’ in Block, D., J. Gray and M. Holborow market’ in Block, D., J. Gray and M. Holborow Neoliberalism Neoliberalism and Applied Linguisticsand Applied Linguistics, London: Routledge , London: Routledge

a contemporary celebrity is understood a contemporary celebrity is understood as someone who is well-known (in the as someone who is well-known (in the sense of being publicly recognisable) as sense of being publicly recognisable) as a result of pronounced media attention a result of pronounced media attention which is largely commercially which is largely commercially motivated and whose impact on public motivated and whose impact on public consciousness is as a result of their consciousness is as a result of their capacity to embody and generate capacity to embody and generate affect. affect.

Rojek, C. (2001). Rojek, C. (2001). CelebrityCelebrity. London: Reaktion Books Ltd.. London: Reaktion Books Ltd.

Types of celebrity:Types of celebrity: Ascribed e.g. member of an elite group such Ascribed e.g. member of an elite group such

as a royal family or a political dynasty (e.g. as a royal family or a political dynasty (e.g. Windsors, Kennedys, or Gandhis). Windsors, Kennedys, or Gandhis).

Achieved e.g. Rafael NadalAchieved e.g. Rafael Nadal Attributed e.g. Jade GoodyAttributed e.g. Jade Goody

celetoid and celeactorceletoid and celeactor

Vicky PollardVicky Pollard

Theorising celebrity (1)Theorising celebrity (1)

Celebrity culture and the celetoid are Celebrity culture and the celetoid are the direct result of the revolt against the direct result of the revolt against tyranny. The celeactor is a symptom tyranny. The celeactor is a symptom of the decline of ascribed forms of of the decline of ascribed forms of power and a greater equality in the power and a greater equality in the balance of power between social balance of power between social classes (Rojek 2001: 29)classes (Rojek 2001: 29)

Theorising celebrity (2)Theorising celebrity (2)

(Neo)Marxist perspective:(Neo)Marxist perspective:

The culture industry – a from of ‘mass The culture industry – a from of ‘mass deception’ (Adorno & Horkheimer deception’ (Adorno & Horkheimer 1944/1997)1944/1997)

The cult of celebrities (film stars) has a built-The cult of celebrities (film stars) has a built-in social mechanism to level down everyone in social mechanism to level down everyone who stands out in any way. The stars are who stands out in any way. The stars are simply a pattern round which the world-simply a pattern round which the world-embracing garment is cut (ibid: 236).embracing garment is cut (ibid: 236).

Theorising celebrity (3)Theorising celebrity (3)

In the public sphere, a cluster of individuals are given greater In the public sphere, a cluster of individuals are given greater presence and a wider scope of activity and agency than are presence and a wider scope of activity and agency than are those who make up the rest of the population. They are allowed those who make up the rest of the population. They are allowed to move on the public stage while the rest of us watch. They are to move on the public stage while the rest of us watch. They are allowed to express themselves quite individually and allowed to express themselves quite individually and idiosyncratically while the rest of the members of the population idiosyncratically while the rest of the members of the population are constructed as demographic aggregates [...] Celebrity are constructed as demographic aggregates [...] Celebrity status operates at the very centre of the culture as it resonates status operates at the very centre of the culture as it resonates with conceptions of individuality that are the ideological ground with conceptions of individuality that are the ideological ground of Western culture. Moreover, the celebrity as public individual of Western culture. Moreover, the celebrity as public individual who participates openly as a marketable commodity serves as who participates openly as a marketable commodity serves as powerful type of legitimation of the political economic model of powerful type of legitimation of the political economic model of exchange and value – the basis of capitalism – and extends that exchange and value – the basis of capitalism – and extends that model to include the individual (Marshall 1997: x).model to include the individual (Marshall 1997: x).

NeoliberalismNeoliberalism The privatization of state assets The privatization of state assets Market deregulationMarket deregulation Unrestricted free tradeUnrestricted free trade The creation of internal marketsThe creation of internal markets The dismantling or scaling down of The dismantling or scaling down of

institutions associated with welfare statisminstitutions associated with welfare statism The marketization of areas of life which were The marketization of areas of life which were

previously outside the market or which were previously outside the market or which were seen as the preserve of the state – such as seen as the preserve of the state – such as health and educationhealth and education

Bourdieu, P. (1998) Utopia of Endless Exploitation: The Bourdieu, P. (1998) Utopia of Endless Exploitation: The Essence of Neoliberalism. Essence of Neoliberalism. Le Monde DiplomatiqueLe Monde Diplomatique..

Thus the absolute reign of flexibility is established, with Thus the absolute reign of flexibility is established, with

employees […] on fixed-term contracts or on a temporary employees […] on fixed-term contracts or on a temporary basis and repeated corporate restructurings and, within the basis and repeated corporate restructurings and, within the firm itself, competition among autonomous divisions as well firm itself, competition among autonomous divisions as well as among teams forced to perform multiple functions. as among teams forced to perform multiple functions. Finally, this competition is extended to individuals Finally, this competition is extended to individuals themselves, through the individualisation of the wage themselves, through the individualisation of the wage relationship: establishment of individual performance relationship: establishment of individual performance objectives, individual performance evaluations, permanent objectives, individual performance evaluations, permanent evaluation, individual salary increases or granting of evaluation, individual salary increases or granting of bonuses as a function of competence and of individual bonuses as a function of competence and of individual merit; individualised career paths; strategies of “delegating merit; individualised career paths; strategies of “delegating responsibility” tending to ensure the self-exploitation of responsibility” tending to ensure the self-exploitation of staff who […] are at the same time held responsible for staff who […] are at the same time held responsible for their sales, their products, their branch, their store, etc. as their sales, their products, their branch, their store, etc. as though they were independent contractors. though they were independent contractors.

1987 Interview for 1987 Interview for Woman’s Own Woman’s Own available at the Margaret available at the Margaret Thatcher websiteThatcher website

http://www.margaretthatcher.org/document/106689

I think we have gone through a period when too I think we have gone through a period when too many children and people have been given to many children and people have been given to understand "I have a problem, it is the understand "I have a problem, it is the Government's job to cope with it!" or "I have a Government's job to cope with it!" or "I have a problem, I will go and get a grant to cope with problem, I will go and get a grant to cope with it!" "I am homeless, the Government must it!" "I am homeless, the Government must house me!" and so they are casting their house me!" and so they are casting their problems on society and who is society? There problems on society and who is society? There is no such thing! There are individual men and is no such thing! There are individual men and women ...women ...

Corder, S. P. (1960) Corder, S. P. (1960)

O’Neill, R. (1970)O’Neill, R. (1970)

Hartley, B. & P. Viney (1979) Hartley, B. & P. Viney (1979) Streamline Streamline ConnectionsConnections. Oxford: OUP. Oxford: OUP

Miklos Nemeth; Alberto Juantorena; Miklos Nemeth; Alberto Juantorena; Bob Beamon; Annegret Richter; Bob Beamon; Annegret Richter; Rosemarie Ackermann; David Wilkie; Rosemarie Ackermann; David Wilkie; Vasily Alexeev; Paul McCartney; Vasily Alexeev; Paul McCartney; James Hunt; UK Queen; J. F. Kennedy; James Hunt; UK Queen; J. F. Kennedy; Elvis PresleyElvis Presley

Celebrities in Cunningham, S. & P. Moor (2005). Celebrities in Cunningham, S. & P. Moor (2005). New Cutting Edge/Upper Intermediate.New Cutting Edge/Upper Intermediate. Harlow: Harlow:

Pearson LongmanPearson Longman

Jackson 5; Osmonds; Bee Gees; Corrs; Oasis; Boom Kat; Jackson 5; Osmonds; Bee Gees; Corrs; Oasis; Boom Kat; Britney Spears; Eminem; Ozzy Osborne; Kelly Osborne; Britney Spears; Eminem; Ozzy Osborne; Kelly Osborne; Brian May; Freddie Mercury; Rowan Atkinson; Halle Berry; Brian May; Freddie Mercury; Rowan Atkinson; Halle Berry; Paul McCartney; Ringo Star; Steve Redgrave; Ghandi; Paul McCartney; Ringo Star; Steve Redgrave; Ghandi; Martin Luther King; Evana Trump; Bill Gates; John Martin Luther King; Evana Trump; Bill Gates; John Kennedy Jnr; Jade Jagger; Princess Diana; Liz Hurley; Kennedy Jnr; Jade Jagger; Princess Diana; Liz Hurley; Oprah Winfrey; Tom Cruise; Robbie Williams; Woody Oprah Winfrey; Tom Cruise; Robbie Williams; Woody Allen; Marilyn Munroe; Arnold Schwarzenegger; Alan Alda; Allen; Marilyn Munroe; Arnold Schwarzenegger; Alan Alda; Fred Allen; Harrison Ford; Brad Pitt; David Beckham; Fred Allen; Harrison Ford; Brad Pitt; David Beckham; George Cluney; Jennifer Lopez; Tony Blair; Madonna; George Cluney; Jennifer Lopez; Tony Blair; Madonna; Nicole Kidman; Steven Spielberg; Ricky Martin; John Nicole Kidman; Steven Spielberg; Ricky Martin; John Lennon; Jennifer Aniston; Ralph Fiennes; Hillary Clinton; Lennon; Jennifer Aniston; Ralph Fiennes; Hillary Clinton; Elvis Presley; Kiera Knightley; Parminda Nagra; Gurinder Elvis Presley; Kiera Knightley; Parminda Nagra; Gurinder Chadha; Roman Polanski; Nirvana Chadha; Roman Polanski; Nirvana

Schematic knowledge/ludic Schematic knowledge/ludic functionfunction

Drive fast/James Hunt Drive fast/James Hunt Do you drive Do you drive as fast as James Hunt?as fast as James Hunt?

Advise these people:Advise these people:

I don’t know what to wear ...I don’t know what to wear ...

I’m going to have tea with the Queen, I’m going to have tea with the Queen, and I don’t know what to wearand I don’t know what to wear

Brutus Cray (boxer); Elton Kash (pop Brutus Cray (boxer); Elton Kash (pop singer) (Hartley & Viney 1979)singer) (Hartley & Viney 1979)

Viney, P. & B. Hartley (1979) Viney, P. & B. Hartley (1979) Streamline Streamline ConnectionsConnections. Oxford: OUP. Oxford: OUP

Soars, J. & L. Soars. (2003). Soars, J. & L. Soars. (2003). New Edition New New Edition New Headway/Intermediate. Headway/Intermediate. Oxford: OUP.Oxford: OUP.

Soars, L. & J. Soars (2003) Soars, L. & J. Soars (2003) New Headway/Advanced. New Headway/Advanced. Oxford: OUPOxford: OUP

The inspiring tale of two Asian brothers who The inspiring tale of two Asian brothers who fled to Britain from East Africa and made a fled to Britain from East Africa and made a

fortunefortuneVijay and Bhikhu Patel

Cunningham, S. & P. Moor (2005). Cunningham, S. & P. Moor (2005). New Cutting Edge/Upper New Cutting Edge/Upper Intermediate.Intermediate. Harlow: Pearson Longman Harlow: Pearson Longman

How to be a celebrityHow to be a celebrity7 Create your own formula for success7 Create your own formula for success

If you want to make it really big, don’t take any If you want to make it really big, don’t take any established, familiar path to celebrity and don’t follow established, familiar path to celebrity and don’t follow in anyone else’s footprints. Create your own unique in anyone else’s footprints. Create your own unique route.route.Someone said that genius is the ability to invent one’s Someone said that genius is the ability to invent one’s own occupation. People like Oprah Winfrey, the Queen own occupation. People like Oprah Winfrey, the Queen of Talk Shows, or Bill Gates, the Chairman of Microsoft of Talk Shows, or Bill Gates, the Chairman of Microsoft have reshaped and redefined an occupation and even have reshaped and redefined an occupation and even an industry in their own image. Their fame is assured. an industry in their own image. Their fame is assured.

Soars, L. & J. Soars (2003) Soars, L. & J. Soars (2003) New Headway Advanced. New Headway Advanced. Oxford: Oxford: OUPOUP

Work in small groups. You have Work in small groups. You have decided that it is your destiny in life decided that it is your destiny in life to be famous. You want to get on the to be famous. You want to get on the A list of celebrities who are invited to A list of celebrities who are invited to all the best parties, opening nights, all the best parties, opening nights, balls and social events.balls and social events.

Soars, L. & J. Soars (2003) Soars, L. & J. Soars (2003) New Headway Advanced. New Headway Advanced. Oxford: Oxford: OUPOUP

SpeakingSpeaking

How to become an A-list celebrityHow to become an A-list celebrity

It is time to start your journey on the It is time to start your journey on the road to fame and fortune. You want to road to fame and fortune. You want to make it to the big time as quickly as make it to the big time as quickly as possible. You have identified two routes possible. You have identified two routes that could find you a way to join the rich that could find you a way to join the rich and famous.and famous.

Soars, L. & J. Soars (2003) Soars, L. & J. Soars (2003) New Headway Advanced. New Headway Advanced. Oxford: Oxford: OUPOUP

What do you think?What do you think?

Games such as these are used in Games such as these are used in management training to practice the management training to practice the qualities of good leadership. What qualities of good leadership. What are the qualities of a good leader?are the qualities of a good leader?

Slovenian state school Slovenian state school teacherteacher

Celebrities are mainly individuals that our students see on Celebrities are mainly individuals that our students see on TV, at the cinema or hear on the radio. So, often enough TV, at the cinema or hear on the radio. So, often enough they tend to be people with whom our students can identify, they tend to be people with whom our students can identify, people that they want to talk about because they idolize people that they want to talk about because they idolize them and want to become them. I applaud celebrities in my them and want to become them. I applaud celebrities in my teaching because it adds that spark needed for motivation teaching because it adds that spark needed for motivation to get the students talking, commenting. I recently used a to get the students talking, commenting. I recently used a text about John Lennon for Reading Comprehension as part text about John Lennon for Reading Comprehension as part of a test I had prepared for my group of 13 year olds. I of a test I had prepared for my group of 13 year olds. I usually collect the texts after the test, but they didn’t want usually collect the texts after the test, but they didn’t want to give this text back to me. They wanted to keep it, to give this text back to me. They wanted to keep it, because it was someone they admired. So, I let them keep because it was someone they admired. So, I let them keep it. That’s the kind of impact I’m talking about. it. That’s the kind of impact I’m talking about.

British teacher in German British teacher in German university language centreuniversity language centre

I have a number of difficulties with their use. Firstly, overuse of I have a number of difficulties with their use. Firstly, overuse of celebrities in the materials and often an erroneous assumption celebrities in the materials and often an erroneous assumption that they (celebrities) help in some way to engage interest or to that they (celebrities) help in some way to engage interest or to be worthwhile topics of discussion or that we care about them. be worthwhile topics of discussion or that we care about them. Secondly, they appear to legitimise or standardise the notion that Secondly, they appear to legitimise or standardise the notion that we should be interested in this type of content. Thirdly, even if we should be interested in this type of content. Thirdly, even if they are good materials, the transient nature of celebrity means they are good materials, the transient nature of celebrity means the materials can date very quickly (good business model for the the materials can date very quickly (good business model for the publisher’s second, third, fourth, etc edition, but not good for the publisher’s second, third, fourth, etc edition, but not good for the pockets of learners, schools or colleges). Lastly and with regard pockets of learners, schools or colleges). Lastly and with regard to ELT materials, without fail 95+% are anglocentric celebrities, to ELT materials, without fail 95+% are anglocentric celebrities, be it music, actors, business people, etc.. Where are all the other be it music, actors, business people, etc.. Where are all the other people in the world? people in the world?

British ESOL teacherBritish ESOL teacher

The vast majority of immigrants in the UK choose to learn The vast majority of immigrants in the UK choose to learn English for study, employment and to make a decent living. The English for study, employment and to make a decent living. The life of a celebrity is so far removed from reality and how most life of a celebrity is so far removed from reality and how most “ordinary” people live in the UK. It is a dishonest portrayal of “ordinary” people live in the UK. It is a dishonest portrayal of life in the UK. It creates false dreams and aspirations in the life in the UK. It creates false dreams and aspirations in the minds of language learners. Instead, I would argue for use of minds of language learners. Instead, I would argue for use of more realistic characters, like the average Joe and what he has more realistic characters, like the average Joe and what he has to go through in everyday life to feed his family. This is to go through in everyday life to feed his family. This is particularly relevant given the current economic situation in the particularly relevant given the current economic situation in the UK and the fact that the country is run by a bunch of toffs and UK and the fact that the country is run by a bunch of toffs and wanna be celebrities completely oblivious to the plight of wanna be celebrities completely oblivious to the plight of ordinary people. The other problem with the use of celebrities ordinary people. The other problem with the use of celebrities in ELT materials is that they all seem to be monolingual and in ELT materials is that they all seem to be monolingual and even if they are bilingual then this is never emphasised.even if they are bilingual then this is never emphasised.