Global Identity, Curricular Reform and Pakistan Studies Textbooks: Understanding Teachers’ Perceptions and Beliefs
Author(s) : Yaar Muhammad , Sajid Masood & Faisal Anis
Teachers play a significant role in the construction of global identity of students by providing them knowledge of the world and by cultivating positive attitude towards the global world. However, many aspects of curriculum reform related to global identity theme may be viewed and treated as a source of resistance by teachers working in a conservative context. The purpose of this study was to explore teachers’ beliefs and perceptions regarding global identity theme of Pakistan Studies curriculum policy and textbooks in order to develop and understanding of the ground level realities of curriculum changes in in the secondary schools in Punjab. For this, semi-structured interviews were conducted with twenty-seven Pakistan Studies teachers recruited from public and private schools in one district of Punjab province in Pakistan. Analysis of data revealed that in many ways curriculum policy by these Pakistan Studies teachers’ beliefs and perceptions show compliance as well as resistance to various aspects of curriculum reform related to global identity curriculum policy.
Keywords: Textbook, curricular gatekeeping, global perspectives, national identity, cultural diversity