Educate to hate: the use of education in the creation of antagonistic national identities in India and Pakistan

Lall, Marie-Carine

doi:10.1080/03057920701467834

Cited by 84 publications

(57 citation statements)

References 2 publications

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“…This showed that they have a tendency to be reactive if religion/religious sect is discussed in classroom settings. These findings complement the previous research conducted in the context of Pakistan (Ispahani, 2017;Lall, 2008). Rind (in press) further verified TEs' behavior by talking to the PTs, who found their TEs taking sides to a particular religion/religious sect when such discussion takes place in the classroom setting.…”

Section: Discussionsupporting

confidence: 83%

Influence of Teacher Educators on the Development of Prospective Teachers’ Personal Epistemology and Tolerance

2020

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This article examines the influence of teacher educators (TEs) on the development of epistemology and tolerance among the prospective teachers (PTs) studying in a newly introduced 4-year Bachelor of Education (BEd) program offered in the Departments of Education of Universities (DoEUs) and Government Colleges of Education (GCEs) in Pakistan. The new BEd is part of United States Agency for International Development (USAID)–led teacher education reforms in Pakistan to curtail the teaching of extremist values that are implicated in breeding extremism. The stated policies and recommended practices of the program are based on the principles of constructivism, critical thinking, creativity, and effective communication, which are expected to shape the PTs’ ways to conceptualize knowledge and knowing, and ultimately their attitude to different social dimensions. Considering that the aforementioned reforms have not focused on the development of the TEs, it is worth examining how the traditionally trained TEs implement this new program, and to what extent they are shaping the epistemology and attitude of the PTs. Using a descriptive quantitative pre–post intervention design, this study collected data on the epistemic and tolerance development of PTs of a DoEU and a GCE. Data were also collected on TEs’ epistemology, tolerance, teacher–students interactions, and teaching strategies. The analysis highlights a significant relation of TEs’ epistemology and tolerance on their teaching strategies as well as on the development of the PTs’ epistemology and tolerance.

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Section: Discussionsupporting

confidence: 83%

Influence of Teacher Educators on the Development of Prospective Teachers’ Personal Epistemology and Tolerance

2020

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“…An examination of the field reveals many examples on the negative side of the ledger. Lall (2008) investigated the way in which government authorities in both India and Pakistan each rewrote their curricula to position the other country as antagonistic; Burdman (2003) examined the way in which Palestinian children were indoctrinated with the idea of martyrdom; Nelson (2015) explored the way in which Putin's regime rehabilitated the image of Stalin in contemporary Russian high-school textbooks; Lee (2010) researched the way non-North Koreans, particularly Americans, are portrayed in North Korean textbooks. The list could go on.…”

Section: Study Context and Theorymentioning

confidence: 99%

Political indoctrination through myth building: The New Zealand School Journal at the time of World War 1

Mutch¹,

Bingham²,

Kingsbury³

et al. 2018

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As the commemorations of the 100th anniversary of World War 1 draw to a close, it is timely to reflect on what we have learnt about that time in our history. This study used the New Zealand School Journal as a data source to investigate what school children were learning about the war at the time. In this article, we discuss the overt and covert messages that New Zealand school children were given about their relationship, first, to the British Empire and, second, to a new distinct New Zealand identity. The World War 1 acts as a pivot point from which to examine the change from myths surrounding the British Empire to a new set of myths springing from the Gallipoli campaign. Our analysis of the School Journal at this time highlights the possible ways in which curricula and curriculum resources can be manipulated and used for political indoctrination.

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“…The same is the case with Pakistan, the geo-political tension that it has faced since its inception has made it put all its adversaries in the them category and the country's sense of greatness and righteousness is defined through them. Lall (2008) says that governments can impose a state curriculum in schools which creates this identity for the young of the nation. In Pakistan this identity is closely linked with the religion, Islam.…”

Section: Representation Of the Othermentioning

confidence: 99%

Historical Revisionism in Pakistani Textbooks: A Case Study of Public School Curriculum

Khan

2018

SIJMAS

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Rising terrorism against religions and ethnic minorities has been an issue for Pakistan in the recent years. This rise in hate crimes and targeted terrorism can be linked with the revisionist history which is being preached through the textbooks of the country. This paper aims to study through a detailed qualitative content analysis how this revisionist history is being created, how facts and language are being manipulated to latently influence the thinking of young school going students to create a feeling if homogeneity within the country in which people that do not become part of the permitted social narrative are looked at upon as outsiders. It was concluded that through distortion, omission of necessary facts and the manipulation of language a systematic narrative is being shaped in the country which creates resentment against religious and ethnic minorities as well as India and the West.

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Educate to hate: the use of education in the creation of antagonistic national identities in India and Pakistan

Cited by 84 publications

References 2 publications

Influence of Teacher Educators on the Development of Prospective Teachers’ Personal Epistemology and Tolerance

Influence of Teacher Educators on the Development of Prospective Teachers’ Personal Epistemology and Tolerance

Political indoctrination through myth building: The New Zealand School Journal at the time of World War 1

Historical Revisionism in Pakistani Textbooks: A Case Study of Public School Curriculum

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