Suchergebnisse

Abstract
In Pakistan, the school subjects of Social Studies, Civics and Pakistan Studies are explicitly used to construct Pakistani national identity and young people's sense of citizenship. This article draws upon interviews with 27 Pakistan Studies teachers from a town in the Punjab region of Pakistan. The interviews aimed to explore the teachers' perceptions and teaching practices with respect to teaching about regional, national and global identity content within the area of Pakistan Studies. The research found that in seeking to reconcile conflicting binary policy discourses most of the teachers continued to subscribe to relatively traditional pedagogical practices constrained by an examination system that overwhelmingly assesses students' knowledge of textbook content. Most of the teachers had more inclination towards developing students' national identity based upon Sunni Islamic values rather than multi-layered identities, reflecting more localized cultural diversity or global outlooks and viewpoints.

Pakistan studies textbooks occupy a central role in translating curriculum imperatives into the foundational stories identified by the authorities as core knowledge for classroom transmission, and consequently in constructing Pakistani young people's identities. The purpose of this article is to explore the content of recently-crafted Pakistan studies textbooks in the Punjab in relation to identity-related issues at a point in time when domestic circumstances, critical diagnoses of flawed textbook approaches in the late twentieth century and a dynamic international context all pushed the previously dominant theocratic/Islamic discourse of curriculum policy towards more democratic and pluralistic pathways and the possibility of 'enlightened moderation'. The specific focus of the study is upon how textbook writers' interpreted and enacted policy objectivesand guidelines regarding Pakistani national identity, internal ethnic and cultural diversity, and global perspectives in their writing of textbooks within the rubric of the revised 2006 secondary school Pakistan studies national curriculum.

English textbooks in Pakistan are an important tool used by the state to construct pupils' imagination of the time and space of the Indian sub-continent, Islam, Muslims and non-Muslims. This study used the qualitative content analysis method and analysed fifteen English textbooks produced by the state-managed institutions and provincial textbook boards. The analysis revealed Islam as the foundation of the imagination of time and space of Pakistan. This imagination of Pakistan found in textbooks negated the plurality of Pakistani society as the textbook authorities did not give any space to the minority groups (religious, ethnic and cultural) living in Pakistan. This study recommends that the textbook authorities include the often-ignored minority groups in the textbook discourses because the majority of pupils form their world-views and construct their imagination of Pakistan, its people and the world through these textbooks, which contribute to pupils' construction of their national and cultural identity.

The textbook is an important and powerful tool used by the state to reproduce the social and cultural habits of a group, most often, of the majority group's social and cultural imaginations. The habitus produces and instills the world-view about society, the social and cultural values that a state valorized and would like pupils to internalize and make it part of their world-view. This study analyzes the English textbook published by the state textbook boards (Punjab, Khyber Pakhtunkhwa, and Sindh) for the academic year 2018-2019 for pupils of classes four to eight. The textbook content was analyzed using the Qualitative Content Analysis method. The content of 15 textbooks was digitized (scanned and made readable) to electronically categorized the text into categories using Nvivo 12 Plus software. The analysis revealed that the content is focused on developing and promoting Islamic habitus through stories weaved around family, making it a core component of a Muslim country. The family members practiced Islamic values, social and cultural, not only through their everyday lives at home, in school, and at other public places but also within their community through the celebration of cultural and religious festivals. The textbooks presented the Prophet Muhammad (PBUH) and his family's life as an ideal life to be lead by all, whether Muslims or non-Muslims. The textbook highlighted the 'good,' the 'bad,' valorizing the former and stigmatizing the latter to encourage pupils to develop an Islamic world-view. The textbooks fail to look into the micro-level national habitus, that is, portraying the habitus of its minorities, ethnic and religious, as the content did not integrate their habitus into the national habitus of Pakistan, making it the habitus of the majority. The current fast globalizing world needed to be presented to pupils a world-view, and this required, broadening the scope of textbook content to make it reflective of true Pakistani habitus aligned and rooted in the humane global world-view.

The study employed qualitative content analysis to investigate the model of citizenship education in the history textbooks of elite schools in Pakistan. This study specifically explores the representation of requisite skills, one of the micro components of citizenship rights. This requisite skill is further divided into qualification, motivation, and information. Purposeful sampling was used, and textbooks from grades 6th to eighth were selected. Elo and Kyngäs's method was used to conduct content analysis, and NVivo software was used to code textbooks.
It has been found that textbooks exclusively written for Pakistani students focus more on facts as records of past events and show less tendency for higher-order thinking skills such as collaboration, communication, and critical thinking skills. Conversely, the textbooks exclusively written for International Baccalaureate (IB) students emphasized the situation where the students not only developed requisite skills for civic and political participation but also created a situation where the students could develop a holistic view of events in history and global issues. The findings of this research have implications and recommendations for the written curriculum of elite schools

In this multiple case study, the focus was on how teachers in the selected schools in Narowal cultivate values in their secondary school students. To attain a comprehensive understanding, twenty teachers were purposefully selected for interviews. Qualitative content analysis using NVivo 12 software was used to analyse the gathered data. The research found that these teachers employed diverse approaches to teaching values education. They incorporated storytelling, moral dilemmas, Islamic quotes, examples, activities, games, and projects into their practices. Furthermore, they aimed to foster a positive atmosphere in the classroom by endorsing respect, cooperation, tolerance, and empathy among students. However, the teachers felt hindered by several challenges. They highlighted time constraints due to curriculum overload, the presence of large class sizes, test-oriented educational systems, a diverse student population, and limited resources as factors impeding their effectiveness. Following these findings, it is recommended across society and administration levels that support should be provided to aid secondary school teachers in delivering effective values education.

Global citizenship entails individuals having an immaculate sense of duty towards the benefit of all societies and just not to their own. This qualitative study explored the beliefs of 16 pre-service teachers about global citizenship, its impact on secondary school students, the framework of action they intend to use in cultivating global citizenship, and the strategic involvement of stakeholders in cultivating global citizenship among secondary school students. The findings revealed that pre-service teachers,though they had a limited understanding of the concept, believed that global citizenship education might foster critical thinking, decision making, and problem-solving skills among the students, thus making it crucial for teachers, policymakers, and curriculum developers to harness curriculum and skills for publishing the concept. We argue that pre-service teachers should be provided in-depth awareness about global citizenship and understanding of the strategies to cultivate global citizenship so that they can effectively encourage this among secondary school students

This interview study aimed to explore the perceptions and practices of the university teachers regarding student engagement in History & Pakistan Studies classrooms. Data were collected from four PhD professors from a public sector university. A qualitative research design was used, and semi-structured interviews were conducted. Thematic analysis was done to extract findings from the qualitative data. The finding is arranged into three themes, i.e., student engagement, instructional strategies, and classroom management. The finding suggested that teachers use different strategies and practices to improve student engagement. Moreover, teachers used different practices to make their classes interesting. It is reported that having a cordial teacher-student relationship is beneficial for enhancing student engagement level and overall performance at the postgraduate level of education. Effective classroom management plays a significant role in creating a positive learning environment for engaging instruction.

Parent-teacher meetings (PTM) play an integral role in a child's education. The importance of PTM is even more critical for Early childhood Education (ECE). ECE is not a novice concept in Pakistan; however, parents have only realized now that learning during early childhood goes beyond the walls of the classrooms and can only realize its full potential if parents are actively participating in their children's education. Therefore, PTM is the time when parents and teachers can collaborate to work for the education of the children. The current study explores the prospective teachers' perceptions of PTMs and their influence on ECE students' performance. The data were gathered from seven participants through an open-ended, semi-structured interview guide. The analysis concluded that prospective teachers had a good understanding of PTMs processes and generally had a positive attitude toward them. Prospective teachers also believed that PTMs positively influence students' academic performance.

This study explored the lived experiences of novice elementary school teachers with respect to classroom management. This study used a phenomenological case study research design. Four novice elementary school teachers struggling with classroom management were selected from private elementary schools in Lahore. Semi-structured interviews were conducted to elicit the lived experiences of the participants. All interviews were audio-recorded and later transcribed for conducting a qualitative content analysis of the data. The analysis revealed that novice teachers faced various challenges in managing their class�and used multiple pedagogical techniques to handle day-to-day classroom issues. Usually, a new teacher is highly dependent on the support and help from the school management; irony, however, is that they seldom receive any. This study contributes to contextual knowledge related to the issues and needs of novice private elementary school teachers at the start of their careers.