Abstarct: This research tackles the ideological and pedagogical dimensions of the "English for Iraq" textbook series used in Iraqi secondary schools. The research problem centers on the entrenchment of the "banking model" of education in the Iraqi EFL curriculum, which prioritizes passive linguistic transmission while systematically erasing local socio-political realities such as conflict and environmental crises. Consequently, the research objectives are to evaluate the alignment of these materials with the six characteristics of Critical Language Pedagogy (CLP) being critical, transformative, democratic, argumentative, student-centered, and practical and to identify significant textual and visual silences. To achieve these goals, the research instruments include a systematic audit frxamework derived from Crookes’s (2021) CLP tenets, Fairclough’s (1995) Critical Discourse Analysis (CDA), and Kress and van Leeuwen’s (2006) visual semiotics. The research findings show that none of the fifteen sampled units was rated “Present” for any of the six Critical Language Pedagogy characteristics. The “Critical” characteristic was absent in 9 of the 15 units (60%), while “Transformative,” “Dialectical,” and “Action-Oriented” characteristics were each absent in 13 units (87%). “Democratic” and “Student-Centred” characteristics were absent in 7 units (47%) and were only partially present in the remaining units. The cross-grade analysis further identified recurring textual silences concerning economic inequality, gender-related issues, environmental and social problems, and contemporary Iraqi realities. The visual analysis similarly found a dominance of the “Offer” gaze and the marginalisation or absence of representations of displacement, economic hardship, environmental degradation, sectarian violence, gender-baxsed discrimination, and students as active community participants. Finally, the study provides evidence-baxsed recommendations for curriculum developers to transition toward a problem-posing pedagogy that fosters cognitive justice and social transformation in the Iraqi educational context.