Educational Parlance of Equity and Inclusivity and Students' Gendered National Identity Constructions in Public Schools in Islamabad, Pakistan

Autor/inn/en	Qazi, M. Habib; Javid, Choudhary Zahid
Titel	Educational Parlance of Equity and Inclusivity and Students' Gendered National Identity Constructions in Public Schools in Islamabad, Pakistan
Quelle	In: International Journal of Inclusive Education, 27 (2023) 12, S.1319-1335 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qazi, M. Habib)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2021.1889051
Schlagwörter	Foreign Countries; Public Schools; Females; Textbooks; Textbook Content; Sex Stereotypes; Equal Education; Gender Bias; Social Bias; High School Students; Teacher Attitudes; Student Attitudes; Pakistan (Islamabad) + Suchen Sie Ihr Suchwort? Ausland; Public school; Öffentliche Schule; Weibliches Geschlecht; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Geschlechterstereotyp; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lehrerverhalten; Schülerverhalten
Abstract	This exploratory qualitative study problematises how Pakistan's public-school education shapes female identities, employing compulsory school textbooks. Drawing on Foucault's Discourse Analysis and other selected notions, the study also analyses 12 teachers' and 424 students' perspectives on this. The findings highlight Pakistani females' disproportionate and gendered stereotypical social representations in textbooks, which the teachers further reinforce through teaching/social practices in schools. Discursively constructed, most students identify with these and reproduce them when conceptualising an ideal Pakistani woman. The study also underlines how an education system, apparently promising equity and inclusiveness, can be incredibly exclusive, 'guiding' the country's 50% female population to make homemaking their destiny. This education perpetrates social othering, encourages self-righteousness and privileges men over women. Social ramifications of this education entail exclusion and disempowerment of Pakistani women as a social category. This has serious implications for certain sustainable development goals SDGs, 2030, inter alia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01