Teachers' Perspectives on Curriculum Reform, Global Identity, and Textbooks in the Context of Pakistan Studies

Abstract

Provide students with information about the outside world and encourage them to develop a positive attitude towards it. These are two of the most important responsibilities that educators have when it comes to fostering the development of a global identity among students. On the other hand, educators who work in traditional settings can consider the numerous initiatives to change the curriculum, which are connected to the idea of global identity, to be a kind of resistance and might even take part in those efforts. By conducting an analysis of the ideas and perspectives of educators about the concept of global identity as it is addressed in Pakistan Studies curricula and textbooks, the purpose of this research was to increase understanding of the implementation of curricular adjustments in secondary schools in the province of Punjab. In order to accomplish the goals of this study, a total of twenty-seven professors of Pakistan Studies were selected to take part in semi-structured interviews. This was done in order to ensure that the overall research objectives were met. The educators that were mentioned earlier are full-time employees of educational institutions that receive funding from either public or private sources simultaneously. They are located in a certain district within the Punjab region of Pakistan, which is where these institutions are located. The study of the data demonstrates that teachers of Pakistan Studies have a variety of thoughts and attitudes towards the curriculum policy, some of which are at odds with one another and others of which they are dedicated. Specifically, these perspectives pertain to the curriculum reform that is being implemented with regard to the global identity curriculum policy. When we discovered that the viewpoints and attitudes of the Pakistan Studies instructors towards the curricular policy indicate a mixture of compliance and opposition, it became clear that this was the case.

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