Abdullah, N. (2009). Cultural Elements in a Malaysian English Language Textbook. [Online]. Available at ddms.usim.edu.my/bitstream/handle [10 September 2019]
Adaskou, K., Britten, D., & Fahsi, B. (1990). Design decisions on the cultural content of a secondary English course for Mororcco. ELT journal, 44(1), 3-10.
Ahmed, Z. (2009). Pakistani feminist fiction and the empowerment of women. Pakistaniaat. A Journal of Pakistan Studies, 1(2), 90-102.
Apple, M.W. (1996). Culture Politics & Education. New York: Teachers College Press.
Apple, M.W. (2004). Ideology & Curriculum. (3rd edition). New York: Routledge.
Ball, S. J., Goodson, I. F., & Maguire, M. (Eds.). (2007). Education, Globalisation and New Times: 21 Years of the Journal of Education Policy. Routledge.
Beiki, M., & Gharaguzlu, N. (2017). The Analysis of Iranian English School Text Book: A CDA Study Based on Norman Fairclough’s 1989 Model. International Journal of Humanities and Cultural Studies (IJHCS), 4(1), 55-67.
Bourdieu, P. (1977). Outline of a theory of practice. Cambridge: Cambridge University Press.
Corson, D. (Ed.). (1995). Discourse and power in educational organizations. Cresskill, NJ: Hampton Press.
Creswell, J. W. (2016). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage.
Dehbozorgi, M., Amalsaleh, E. & Kafipour, R. (2017). Cultural categories in three mainstream EFL textbooks in Iran: A case study of Top Notch, American English Files and Four Corners! International Journal of Research Studies in Education, 7(3), 93-103.
Fairclough, N. (1996). Language and Power. New York: Longman Inc.
Fairclough, N. (2015). Language and Power (3rd edition). Routledge.
Foucault, M. (1998). The history of sexuality: The will to knowledge. London: Penguin
Foucault, M. (1977). Discipline and Punish. New York: Pantheon.
Gee, J. P. (2000). Identity as an analytical lens for research in education. Review of Research in Education, 25(1), 99-125. doi:10.2307/1167322
Gee, J. P. (2014). An introduction to discourse analysis: Theory and method. Routledge.
Halliday, M. (1973). Explorations in the functions of language. London: Edward Arnold.
Hermawan, B. & Noerkhasanah, L. (2012). Traces of Culture in English textbooks for primary education. Indonesian Journal of Applied Linguistics, 1(2), 46-61.
Kemp, J. E. (1977). Instructional design: A plan for unit and course development (2nd ed.). New York: Longman.
Kirkgoz, Y. & Agcam, R. (2011). Exploring Culture in Locally Published English Textbooks for Primary Education in Turkey. C.E.P.S Journal, 1(1), 153-167.
Krippendorff, K. (2004). Content Analysis: An Introduction to its methodology. London: Sage Publications.
Lyons, J. (2011). Language and Linguistics: An Introduction. Cambridge: Cambridge University Press.
Ping, Q. (2011). Cultural Representations in Primary English Language textbooks in China (Master’s Thesis, National Institute of Education, Nangyang Technological University, Singapore). Retrieved from https://pdfs.semanticscholar.org/bef2/4172830f3c35c0bfbc113f2e18567758d315.pdf
Pitsoe, V. & Letseka, M. (2013). Foucault’s Discourse and Power: Implications for Instructionist classroom management. Open Journal of Philosophy. 3(1), 53.
Razmjoo, S. A., & Jozaghi, Z. (2010). The Representation of multiple intelligences types in the Top-Notch series: A textbook evaluation. Journal of Pan-Pacific Association of Applied Linguistics, 14, 59-84.
Rehman, T. (1995). Language Planning and Politics in Pakistan. Sustainable Development Policy Institute.
Rehman, T. (2003). Language-teaching and Power in Pakistan. National Institute of Pakistan Studies & Summer Institute of Linguistics.
Rogers, R., Malancharuvil-Berkes, E., Mosley, M., Hui, D., & Joseph, G. O. G. (2005). Critical discourse analysis in education: A review of the literature. Review of Educational Research, 75(3), 365-416. doi:10.3102/00346543075003365
Simpson, P., & Mayr, A. (2013). Language and power: A resource book for students. Routledge.
Stevens, E. Y. (2016). Teacher Discourses and Identities: Understanding Your Teaching Self. Retrieved from https://milnepublishing.geneseo.edu/steps-to-success/chapter/14-teacher-discourses-and-identities-understanding-your-teaching-self/
Su, Y. (2007). Ideological Representations of Taiwan’s history: An analysis of elementary social studies textbooks, 1978-1995. Curriculum Inquiry, 37(3), 205-237.
Suemasa, M. (2004). “Middle School ELT as a Vehicle for Intercultural Education in Japan: An Evaluation of Textbooks”. Global English and Primary Schools: challenges for elementary education. Melbourne: CAE Press.
Syed, N. T., Tabassum, H., & Afzal, T. (2015). Women’s representation in national assembly of Pakistan. Grassroots, 49(1),
Van Dijk, T. A. (2001). Critical Discourse Analysis: The handbook of discourse analysis. Blackwell Publishers.
Weninger, C., & KISS, T. (2013). Culture in English as a Foreign Language (EFL) Textbooks: A Semiotic Approach. TESOL Quarterly, Retrieved from http://www.jstor.org/stable/43267925
Wodak, R. (2002). Aspects of critical discourse analysis. Zeitschrift für Angewandte Linguistik, 36(10), 5-31.
You, X. (2005). Ideology, Textbooks and the Rhetoric of Production in China. College Composition and Communication (CCC), 56(4), 632-653.
Yousaf, Z., Adnan, M., & Aksar, I. A. (2017). Challenges of Patriarchal Ideologies in Pakistani Cinema: A Case of Feminist Depiction in Films. Global Media Journal: Pakistan Edition, 10(1), 1-21.
