Exploring the Role of India's Secondary School Compulsory Curriculum Textbooks in Students' National Identity Constructions in an Overseas School

Autor/inn/en	Qazi, M. Habib; Taysum, Alison
Titel	Exploring the Role of India's Secondary School Compulsory Curriculum Textbooks in Students' National Identity Constructions in an Overseas School
Quelle	In: British Educational Research Journal, 47 (2021) 4, S.984-1003 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qazi, M. Habib)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3703
Schlagwörter	Indians; Foreign Countries; Self Concept; Student Attitudes; Democracy; Social Systems; Foreign Policy; Citizenship; Civil Rights; Textbooks; Religious Factors; Gender Differences; Sex Role; International Relations; Social Integration; Risk; International Organizations; Sustainable Development; Objectives; Peace; Content Analysis; Secondary School Students; Saudi Arabia + Suchen Sie Ihr Suchwort? Inder; Ausland; Selbstkonzept; Schülerverhalten; Demokratie; Social system; Soziales System; Außenpolitik; Staatsbürgerschaft; Bürgerrechte; Grundrechte; Zivilrecht; Textbook; Text book; Schulbuch; Lehrbuch; Geschlechterkonflikt; Geschlechterrolle; Internationale Beziehungen; Soziale Integration; Risiko; International organisation; International organisations; International organization; Internationale Organisation; Nachhaltige Entwicklung; Goal definition; Zielsetzung; Frieden; Inhaltsanalyse; Sekundarschüler; Saudi-Arabien
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01