Exploring links between national education and students’ militaristic national identity constructions – a case study of Pakistani state schools in Islamabad

Qazi, M. Habib

doi:10.1080/00220272.2020.1755997

Cited by 15 publications

(9 citation statements)

References 20 publications

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“…Globally, every institution has its monitoring and evaluation (M&E) system to monitor and measure the performance and sway the loopholes to sharpen the working capacity of teachers and administrative staff (Qazi, 2020). Similarly, a monitoring and evaluation (M&E) system exists in the educational system however remained nonfunctional in Pakistan.…”

Section: Monitoring and Evaluation System At The School Levelmentioning

confidence: 99%

A Qualitative Inquiry into School Reforms in Balochistan (2013 to 2020): Parents’ and Teachers’ Perspectives

Kakar

Yousaf

Shoaib

2022

IRJEI

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This qualitative study aimed to highlight parents’ and teachers’ perspectives on school reforms during 2013-2020 in Balochistan. This study is informed by the epistemological cannons of interpretivists’ tradition. In this research, qualitative research design is used, and exploratory research method is employed. A sample size of 20 participants was interviewed through In-depth interview schedule that includes ten parents and teachers each working in public schools. Moreover, purposive sampling technique was employed to interview the Teachers and parents whose children are studying in public schools. Thus, the data were recorded, transcribed, and interpreted through thematic analysis. The study found that free text provision, teacher training, teachers capacity building, the medium of instruction, infrastructure provision, curriculum development, monitoring, and evaluation system still require great attention of the concerned authority to properly implement the reforms and promote literacy in the area. The study suggests that the education sector plan should be seriously implemented with the provision of required resources to observe the prosperous future of Balochistan public schools.

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Section: Monitoring and Evaluation System At The School Levelmentioning

confidence: 99%

A Qualitative Inquiry into School Reforms in Balochistan (2013 to 2020): Parents’ and Teachers’ Perspectives

Kakar

Yousaf

Shoaib

2022

IRJEI

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“…In contrast, several parallel private education systems operate in all provinces of Pakistan (see next section for details). For the ruling elite, there are English schools, following international curricula such as GCSE/IGCSE and International Baccalaureate (Qazi, 2020).…”

Section: Pakistan's National Identity Urdu and Colonial Continuitymentioning

confidence: 99%

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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“…English language textbooks in Pakistan have often been analyzed in the context of state‐centric discourses of militarism, nationalism, and Islam (see Aziz, 2010; Qazi, 2020; Rahman, 2002). There are, however, a few studies that discuss the promotion of western culture (Rahman, 1996; Shah & Pathan, 2016).…”

Section: Introductionmentioning

confidence: 99%

Neoliberalizing Subjects through Global ELT Programs

Shah

Pardesi

Memon³

2023

TESOL Quarterly

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A recent surge in textbooks studies has revealed a closer link with neoliberalism and the way they construct neoliberal subjects. This paper uses Foucauldian governmentality as the conceptual lens to analyze the neoliberal discourses in EFL textbooks used in English Access Microscholarship (EAM)—one of the US‐aided global ELT programs in Pakistan. English language learners' views on course outcomes and textbooks were also examined. The study shows that among others, English as a neoliberal life skill, celebrity culture, consumerism, entrepreneurship, and individual and corporate social responsibility dominate textbooks. It is thus found that textbooks play an important role in neoliberalizing learners. Moreover, English language learners perceive English as a key to economic success. They also value consumerism, branding, and personal responsibility. In light of the study findings, we suggest a decolonial option, reflective activism, and post‐method pedagogy as possible alternatives at the micro‐, meso‐, and macro‐levels to resist the discourses of neoliberalism and colonial power patterns entrenched in a postcolonial society like Pakistan.

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Exploring links between national education and students’ militaristic national identity constructions – a case study of Pakistani state schools in Islamabad

Cited by 15 publications

References 20 publications

A Qualitative Inquiry into School Reforms in Balochistan (2013 to 2020): Parents’ and Teachers’ Perspectives

A Qualitative Inquiry into School Reforms in Balochistan (2013 to 2020): Parents’ and Teachers’ Perspectives

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

Neoliberalizing Subjects through Global ELT Programs

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