This paper presents aspects of the results of a long-term research project on the relations between language and ideology in text-teacher-student interaction in Social Science and Natural Science classrooms in northern Colombia and their implications for citizenship education. The results presented here concern a grammatical conspiracy (Martin 1988) of historical determinism found in the transitivity and grammatical metaphors of a history textbook. I present examples of each of the grammatical features in question, arguing for the inclusion in the category of grammatical metaphor of historical present, inanimate Sayers and Behavers and some non-ergative processes. I then consider how the various grammatical features conspire to present a deterministic view of history which precludes the possibility of change as a result of human intervention. Finally, I suggest that Colombia, in striving towards a more harmonious society, has need of a different view of historical processes as susceptible to human agency.
2018. Traces of neoliberalism in English teaching materials: a critical discourse analysis. Critical Discourse Studies 15:3 ► pp. 247 ff.
2020. Las nociones de <i>texto</i> y <i>contexto</i> en la Lingüística Sistémico-Funcional (LSF): aplicaciones, críticas y desarrollos en América Latina. Estudios de Lingüística Aplicada :70 ► pp. 127 ff.
2019. Calibrating the ‘right values’: the role of critical inquiry tasks in social studies textbooks. Visual Communication 18:1 ► pp. 31 ff.
2013. Us and Them: The Portrayal of Malaysians and British in Malaysian History Textbooks. Journal of Asian and African Studies 48:3 ► pp. 313 ff.
Shadman, Nazanin & Mir Mohammad Khademnabi
2021. World Literature and Translation in Persian Literature Textbooks. Acta Universitatis Sapientiae, Philologica 13:3 ► pp. 30 ff.
Xuan, Winfred Wenhui & Shukun Chen
2019. A synthesis of research on grammatical metaphor: meta-data and content analysis. <i>WORD</i> 65:4 ► pp. 213 ff.
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