A study of Bangladesh’s secondary school curriculum textbooks in students’ national identity construction in an overseas context

Qazi, M. Habib; Shah, Saeeda

doi:10.1080/02188791.2019.1671806

Cited by 9 publications

(8 citation statements)

References 20 publications

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“…Therefore, if the idea was not to employ national education for the perpetuation of partition‐related conflicts, this seemed to have not fully worked. It is interesting to note that Pakistani and Bangladeshi national curriculum textbooks, which are taught in a similar overseas context, are overtly anti‐India and anti‐Pakistan, respectively (Qazi and Shah, 2019a; b).…”

Section: Discussionmentioning

confidence: 99%

“…Like the KSA, these countries also offer home‐based national education to their children in the UAE for the same reasons. The first research ‘identifies factors shaping Bangladesh’s national identity in the textbook discourses and discusses students’ experiences of these in an overseas school’ located in the UAE (Qazi and Shah, 2019b, p. 1). The study findings suggest that Bangladesh’s national curriculum textbooks constitute students’ national identities by projecting both external and internal others.…”

Section: Education National Building and The Overseas Contextmentioning

confidence: 99%

“…School education has been employed in numerous settings to create religious identities for the project of a particular nation‐building. Some recent notable examples include the studies conducted by Harari (2018) and Qazi and Shah (2019a,b).…”

Section: National Identity—colonialism Gender and Religionmentioning

confidence: 99%

“…Religious, racial and political tensions on international horizons have motivated researchers in recent times to explore the relationship between ‘a school‐mediated, academy supervised’ (Gellner, 1983, p. 15) national education, and students’ national identity constructions (Baumfield and Cush, 2017). The school is a key site where national education is implemented to shape schoolchildren’s ‘national common sense’ (DeCillia et al., 1999, p. 156) and it has the potential for exasperating or ameliorating political conflicts (Qazi and Shah, 2019a; b; Qazi, 2020). Children’s intellectual vulnerability during school years and power relations with peers and those in authority are two significant factors that afford the ideologue (consider policymakers, textbooks, teachers/administrators) an advantageous position to inculcate schoolchildren into a particular kind of nationalism (Jenks, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Exploring the role of India’s secondary school compulsory curriculum textbooks in students’ national identity constructions in an overseas school

Qazi

Taysum

2021

British Educational Res J

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This study problematises the contribution of India’s school textbooks in students’ national identity constructions in an overseas school in the Kingdom of Saudi Arabia. The textbooks construct students’ national identity on the concepts of India’s secular democracy, colonial resistance and equal citizenship rights. Notwithstanding study participants’ ambivalent identification with these ideals, they mostly express confusing identities evincing religious tendencies, gendered beliefs towards women and antipathy for India’s neighbouring states. This entails implications for India’s national cohesion and students’ ability to live in harmony with other communities in the diasporic setting. It also poses risks to the United Nations Sustainable Development Goals (SDGs), 2030.

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Section: Discussionmentioning

confidence: 99%

Section: Education National Building and The Overseas Contextmentioning

confidence: 99%

Section: National Identity—colonialism Gender and Religionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Exploring the role of India’s secondary school compulsory curriculum textbooks in students’ national identity constructions in an overseas school

Qazi

Taysum

2021

British Educational Res J

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“…The relationship between national education, the school and teachers is complex, particularly in relation to their role in students' national identity constructions (see Qazi and Shah 2019b;Durrani and Dunne 2010). Eley and Suny (1996, 8) argue that nations are discursively constituted 'through processes of imaginative ideological labor' which mostly takes place in schools under teachers' supervision.…”

Section: Introductionmentioning

confidence: 99%

Construction of students’ religious national identities in Pakistani state schools and its implications for minorities

Qazi

2021

Compare: A Journal of Comparative and International Education

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This study analyses discourses of Pakistan's national curriculum textbooks for grades 9-12 in the context of developing students' national belonging vis-à-vis inclusive education and global interdependence. Drawing on teachers' interviews and students' focus groups and participatory tools, it also problematises teachers' classroom practices and resulting students' responses in this backdrop. Theorising national belonging as a discursive social practice, the study benefits from Foucault's approach to discourse analysis. The findings highlight a complex interplay of several education system actors for constructing students' national belonging, emphasising an essential relationship between Pakistan and a particular version of Islam. Discursively positioned, the students perceive the world as Muslim versus Non-Muslim and display self-righteousness, evincing strong ethnocentricity towards fellow non-Muslims. The study underlines the implications for not employing education for fostering inclusivity and international collaboration and its consequences for long-term global sustainable development goals (SDGs), 2030.

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Representation of indigenous languages employing a religious screen for the discursive construction of students' postcolonial national identities: A curious case of ‘internal colonisation’ and ‘cultural invasion’ in Pakistani schools

Qazi¹,

Javid

Khattak

2022

British Educational Res J

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This study problematises the discourses of Pakistan's national curriculum textbooks to investigate how they represent Pakistan's indigenous languages/cultures through the prism of religion to constitute secondary school students' particular postcolonial linguistic identities. It also draws on the perspectives of 12 teachers and 424 students to record their responses. Taking insights from Paulo Freire's cultural invasion, Robert Blauner's internal colonisation and selected postcolonial perspectives, the study notes a dynamic interplay of the sampled textbooks, schoolteachers and the school as a site of discursive social practices. Jointly, they position students within an exclusionary homogenous Urdu-loving group-a language which is represented as Arabic's tributary. Indigenous languages are recognised, however, as an adjunct to Arabic and Urdu, emphasising their role in the proselytisation of Islam in the region. Similarly, fine arts and indigenous cultural festivals are represented from a particular religious lens. The students strongly identify with this curious case of internal colonisation K E Y W O R D S cultural invasion, indigenous languages, internal colonisation, mother tongue, postcolonial identities, schooling and national identities Key insightsWhat is the main issue that the paper addresses? Pakistan is a postcolonial country of vast ethnic/cultural variety, and people living in all four of its provinces speak different languages which are mutually unintelligible. This study investigates how Pakistan's national curriculum secondary school textbooks represent Pakistan's indigenous languages/cultures to constitute students' postcolonial linguistic identities for their national identity constructions. What are the main insights that the paper provides?The findings suggest that textbooks do not represent indigenous languages in their own right, but vis-à-vis their role in proselytising Islam; and position schoolchildren within a monolithic Urdu (Pakistan's national language)-loving group. Situated thus, students attribute inferiority to their mother tongue/indigenous languages and evince aversion for pluralistic identities and religious minorities. How to cite this article: Qazi, M. H., Javid, C. Z. & Ullah, I. (2023). Representation of indigenous languages employing a religious screen for the discursive construction of students' postcolonial national identities: A curious case of 'internal colonisation' and 'cultural invasion' in Pakistani schools.

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A study of Bangladesh’s secondary school curriculum textbooks in students’ national identity construction in an overseas context

Cited by 9 publications

References 20 publications

Exploring the role of India’s secondary school compulsory curriculum textbooks in students’ national identity constructions in an overseas school

Exploring the role of India’s secondary school compulsory curriculum textbooks in students’ national identity constructions in an overseas school

Construction of students’ religious national identities in Pakistani state schools and its implications for minorities

Representation of indigenous languages employing a religious screen for the discursive construction of students' postcolonial national identities: A curious case of ‘internal colonisation’ and ‘cultural invasion’ in Pakistani schools

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