Construction of Students' Religious National Identities in Pakistani State Schools and Its Implications for Minorities

Autor/in	Qazi, M. Habib
Titel	Construction of Students' Religious National Identities in Pakistani State Schools and Its Implications for Minorities
Quelle	In: Compare: A Journal of Comparative and International Education, 53 (2023) 2, S.181-198 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2021.1886053
Schlagwörter	Foreign Countries; High School Students; State Schools; National Curriculum; Textbook Content; Religious Factors; Self Concept; Individual Development; Nationalism; Inclusion; Islam; Muslims; Minority Groups; Religious Education; Pakistan + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Staatliche Schule; Lehrbuchtext; Selbstkonzept; Individuelle Entwicklung; Nationalismus; Inklusion; Muslim; Muslimin; Ethnische Minderheit; Kirchliche Erziehung; Religionserziehung; Religionspädagogik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01