A Look at How Pakistan Studies Textbooks, Curriculum Reform, and Teachers' Views on Global Identity Compare

Abstract

Two primary responsibilities of educators in fostering students' global identity development are imparting knowledge about the world beyond their immediate surroundings and fostering a positive disposition towards it. Educators in traditional settings may perceive and consider the several efforts to modify the curriculum, which are linked to the idea of global identity, as a form of opposition. This study examined the viewpoints and opinions of teachers regarding the concept of global identity as it is taught in Pakistan Studies curricula and textbooks. The aim was to acquire a comprehensive picture of how changes in the curriculum are being implemented in secondary schools in Punjab, Pakistan. In order to accomplish the goals of this study, a sample of twenty-seven Pakistan Studies teachers, who were considered to be representative, were chosen to take part in semi-structured interviews. These instructors are employed by governmental or privately-funded educational institutions located inside a specific district in Punjab province, Pakistan. The data analysis revealed that the Pakistan Studies teachers' viewpoints and attitudes towards the curriculum policy exhibit a blend of opposition and dedication towards various aspects of curriculum reform pertaining to the global identity component of the policy. This was revealed when it was discovered that the Pakistan Studies instructors' opinions and attitudes towards the curriculum policy exhibit a combination of resistance and conformance.

Keywords: Gatekeeping in the curriculum, textbooks, global views, national identity, and cultural diversity