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Publication Detail
Examining Global Education Discourses in Social Studies Textbooks in Pakistan
  • Publication Type:
  • Authors:
    Pasha A
  • Date awarded:
  • Awarding institution:
    UCL (University College London)
  • Language:
Within the context of a developing, post-colonial country, Pakistan has a geopolitical significance, a high vulnerability to climate change and the largest youth population ever recorded in its history. These demand an educational response that prepares Pakistani learners for the complex reality of the world they are to inherit. Global education, an umbrella term for associated educational traditions, rooted in the objective of preparing learners to grasp and respond to a complex and interdependent world, is ideally positioned to respond to this need. Utilizing a post-structural and postcolonial theoretical framework, this study seeks to examine the ways in which a pedagogical approach for global education can be applied to the Pakistan context, and the ways in which the discursive construction of global education can be informed from a post-colonial context. Critical discourse analysis is used to examine social studies textbooks in Pakistan for the way in which discourses are shaping learners’ understanding of their world. Findings revealed not only the way in which discourses were bound to neoliberal political-economic confines, but also the way in which privately published textbooks digressed in suggesting a neoliberal governmentality. Further, discourses tend to be framed in a hierarchical, homogenous, fact-based, reductionist manner that both [de]privileges the other and narrowly frames society and issues of social justice. The study makes recommendations for the need for greater connections with religio-cultural values and local epistemologies that would help develop feelings of connection and commitment in non-Western contexts. This thesis has important implications for broader global discourses in the field by examining the discursive construction of global education, emphasising the need for the theory and practice of global education to be informed by alternative non-Western perspectives, to truly make the concept ‘global’ and therefore effective in the contexts in which it is being introduced.
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