This paper is intended to contribute to the widening literature on the complicated links between education, the state and violence. It also builds on previous analyses of Pakistan studies textbooks, and utilises notions of citizenship to illuminate inequalities and the theoretical lens of cultural violence. To do this, I present an in-depth analysis of the Pakistan Studies Textbook for Secondary Classes used in government schools in Islamabad Capital Territory. This textbook analysis was conducted as part of a case study of one girls' secondary school in 2014 which linked citizenship education to Galtung's 1990 violence triangle. I also demonstrate through classroom observations of the case study school the power that the textbook holds as the voice of authority in the classrooms in which it is used. The analysis is situated it in the broader historical context of the process of nation building. I illustrate the specific ways the textbook contributes to the narrative of exclusion of some Pakistanis from equal citizenship which has the potential to normalise violence against excluded groups.
This chapter explores the intersection of nation building, curriculum, and its dissemination through textbooks and gender in South Asia. It focuses on the government textbooks in Pakistan and Sri Lanka, two South Asian countries that have faced identity-based conflict and violence. In processes of nation building, women and men's roles become entrenched in traditional gender rolesmen are associated with the protection of the physical boundaries of the state, while women, positioned in traditional roles as mothers and nurturers, are expected to protect the moral and cultural integrity of the state. Curriculum is a part of the reproduction of these gender divisions, which in the cases of Pakistan and Sri Lanka have contributed to violence. This chapter will give an overview of the relationship of gender and nation building, and the way this is integrated into curriculum in South Asian countries. It will then focus on the cases of Pakistan and Sri Lanka to demonstrate the connection between nation building, curriculum, gender, and conflict.
This chapter will apply lessons learned from the humanitarian sector's decades of international education in crisis research to the UK's real-time phased return to Early Childhood Education and Care (ECEC) settings following the COVID-19 lockdown. ECEC Teachers contribute to strong early attachments and stability of routines that are key for supporting a young child's personal, social, and emotional well-being. Although these principles are normally embedded in most ECEC practice, during the time of COVID-19 new ways of relating to others due to social distancing measures may upset these routines, attachments, and social interactions that are critical for young children. The authors apply lessons learned from decades of international education in times of crisis. Drawing on intersectional and postcolonial approaches, the authors consider how scholars and organizations from the Global South can bring a new dimension to ECEC practice. This provides policy makers and ECEC Teachers the opportunity to develop their skill sets to support transitions back to settings post lockdown.
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