Addressing Social Justice and Cultural Identity in Pakistani Education: A Qualitative Content Analysis of Curriculum Policy

Muhammad, Yaar; Brett, Peter

doi:10.1007/978-981-13-3125-1_14

Cited by 9 publications

(6 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Participants of the study experienced different types of bullying, verbal, non-verbal, physical, and sexual, at educational institutes. These findings are similar to previous studies, which mentioned somewhat same results that transgender students, like all minorities in Pakistan, go through unbearable experiences of being physically, verbally, and sexually assaulted, and not only this, but they are also threatened with violence against them at educational institutes (Butt, Muhammad, & Masood, 2021;Muhammad, Akhter, & Lala, 2019;Muhammad, & Brett, 2019;Rauf, Muhammad, & Saleem, 2021;Rauf, Muhammad, & Saeed, 2021). This research study explored additional areas of bullying too.…”

Section: Discussionsupporting

confidence: 90%

Transgender Students' Experiences of Bullying: Some Case Study Evidence

Aslam

Muhammad²,

Nasir

2022

GPR

Self Cite

View full text Add to dashboard Cite

This phenomenological case study research explored the bullying experiences of transgender students in educational institutes.For this purpose, two participants were selected through snowball sampling who had a minimum of 16 years of education from different educational institutes in Pakistan. Semi-structured interviews were conducted, and a within-case analysis was done. Both transgender students identified their gender as contrary to the gender assigned at birth, which affected them adversely, and they had to go through different experiences and issues as compared to cisgender students.Due to gender identity, transgender students faced different types of bullying (verbal, non-verbal, physical; and sexual) in different places(classes or corridors, playgrounds, washrooms, hostels; and social media or cyberspace), which led to serious consequences (depression,hiding gender identity, missing school or classes; and others). Implementation of training to sensitize students and teachers about transgender students to promote exclusivity, equity, diversity, and in discrimination is recommended.

show abstract

Section: Discussionsupporting

confidence: 90%

Transgender Students' Experiences of Bullying: Some Case Study Evidence

Aslam

Muhammad²,

Nasir

2022

GPR

Self Cite

View full text Add to dashboard Cite

show abstract

“…Curriculum analysis is commonly used in academic research because of the insight it provides into a range of issues such as the values promoted through the education system, the different approaches to student's education or the way in which specific content or concepts are considered in different countries (Brandoff, 2016;Engel & Ortloff, 2009;Faas, 2011;Liu et al, 2013;Michaels & Stevick, 2009). Curriculum documents are normally analysed using content analysis methodologies that apply both qualitative and quantitative methods of text analysis (Jamil et al, 2020;Muhammad & Brett, 2019). Holz and Linhofer (2015) analysed the curricular content of five countries and assigned them to a set of predefined categories or items of analysis.…”

Section: Methodsmentioning

confidence: 99%

Creating European citizens through citizenship, geography, and history education: a temporal and regional analysis of the Spanish curriculum

García-Álvarez¹,

Arias-García²

2022

EJG

View full text Add to dashboard Cite

The European Dimension in Education (EDE) is a policy promoted by the Council of Europe and the European Union that aims to foster active, critical citizenship based on common democratic values. It is also associated with the idea of promoting better knowledge of the European Union and of the concept of European citizenship. Ever since the policy was initially launched, EU Member States have been trying to add a European dimension to their education systems, although little progress has been made. In this paper, we study the way EDE has been integrated into the Spanish education system. Our research is based on an analysis of the national and regional curricula for Social Sciences (Geography, History) and Citizenship Education in compulsory secondary education, as these are the main subjects within which Spanish students are taught civic education. Results showed few signs of progress in the integration of EDE into the Spanish curriculum. In fact, a regressive trend was observed in some cases. The curriculum has varied a lot over the years in line above all with the ideology of the national government. It has also varied considerably across Spain’s different regions, which play an important role in the inclusion of EDE contents in the curriculum. The inclusion of specific subjects on Citizenship Education has provided a considerable boost to the integration of EDE into the Spanish curriculum. However, EU-related content is usually scarce and is never considered as important as content explaining the Spanish political system, citizenship, geography and history. Our paper concludes that a stronger European focus in the national curriculum would be highly recommended, so as to fully embrace EDE. In addition, a cross-party consensus should be reached on citizenship education and its contents, stressing the important role it can play as a separate subject.

show abstract

“…This approach was guided by a newly developed framework by Ilyas (2015), as discussed in Chapter 1, which focuses on evaluating textbook assignments in terms of HOTS. As a result, the data is analyzed utilizing a content analysis method and analytic categories for coding data as used in previous research (Khokhar & Muhammad, 2020;Muhammad & Brett, 2019.…”

Section: Methodsmentioning

confidence: 99%

Higher-order thinking: An analysis of the prescribed versus tested Curricula in private secondary schools in Pakistan

2022

View full text Add to dashboard Cite

Higher Order Thinking Skills (HOTS) are incorporated in books to enhance students’ critical thinking. It is essential to know the level of HOTS offered in the prescribed curriculum and the extent to which it is covered in exams. This study analyses the higher-order thinking skills (HOTS) introduced in the prescribed curriculum and tested in the exams. The study used a qualitative content analysis approach to analyze each chapter’s Student Learning Outcomes (SLOs) and exercises questions of the grade 8th science book to categorize the question statements in view of Bloom’s taxonomy and nine predetermined categories of Socratic questions. The results indicate that the prescribed curriculum has comparatively more emphasis on developing HOTS than the tested curriculum does. The book analysis showed that SLOs support HOTS incorporation, but exercise questions and Punjab Examination Commission (PEC) exams tend towards Lower Order Thinking Skills (LOTS). Book exercises and exams should be improved and aligned with SLOs to incorporate HOTS in students. Moreover, book and exam criteria need to be revised to enhance higher-order thinking skills in students.

show abstract

Addressing Social Justice and Cultural Identity in Pakistani Education: A Qualitative Content Analysis of Curriculum Policy

Cited by 9 publications

References 14 publications

Transgender Students' Experiences of Bullying: Some Case Study Evidence

Transgender Students' Experiences of Bullying: Some Case Study Evidence

Creating European citizens through citizenship, geography, and history education: a temporal and regional analysis of the Spanish curriculum

Higher-order thinking: An analysis of the prescribed versus tested Curricula in private secondary schools in Pakistan

Contact Info

Product

Resources

About