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Gramsci (1971) sufficiently broadened Marxist philosophy about ideology and consciousness. He bestowed ideology, a leading role in history and politics than ancient historical materialism. Some later western Marxists also developed these ideas, but it was Antonio Gramsci who exalted the scope of ideology by using the term hegemony instead of ideology as he argued it presents a limited view (just about bourgeoisie and proletariat). But hegemony goes a step further when it announces that alone the element based on economics is not binding for helping to rule class to maintain their hegemony unless there is a superstructure of ideologies, devised on this basis. Due to this, a consensus culture is developed in which individuals in the working class identify their own good with the good of bourgeoisie, and assists to detain the status quo rather than revolting. Gramsci coined the term hegemony to express the predominance of one social class over others just as bourgeois hegemony. Grandcolas, B. (1978) states that it represents not only economic and political control but also the capability of the dominant class to plan its own way of considering the world; consequently, those who are subjected by it recognize it ‘Commonsense’ and natural. Geoffrey NowellSmith (1992) states ‘commonsense’ the way subsidiary class lives its subordination. Ahmad, S. (2007) expresses a similar line of thought on the matter of hegemony when she argues that hegemony not only seeks to dominate the subsidiary classes through different ideologies but also wins their willingness by the process of naturalization. The ideologies, which carry discourses, are invisible to subject so subjects are unaware of their position as a subordinate class in their specific social setting. Fairclough (1990) states that it is valid to bear in mind Abstract: The present study is an endeavor to reconnoiter and compare the hegemonic practices used in selected Pakistani and imported English textbooks recommended for students of Punjab (Pakistan). Throughout the research, the subject matter was examined with reference to the relevant theoretical background. The content analysis was employed to find out the percentages of categories and sub-categories of reading passages and exercises of the prescribed English textbooks. For relevant data collection, an eclectic model was devised as some of the major categories with slight modification were taken from Stern, H.H. (1983) model in which he proposed six aspects of culture teaching. While in the formation of sub-categories, the researcher has employed his own teaching experience. Similarly, to situate countries and nations that use English for different purposes Kachru’s (1997) model, which divided world nations into IC, EC and OC was employed. Statements that depicted IC, EC and OC countries and nations were analyzed in the two textbooks.

Reconnoitering the Impact of Hegemonic Practices used in 5th Grade Pakistani and Oxford English Textbooks