Investigating the Inclusion of Human Rights Education in Pakistani Elite Schools: A Qualitative Content Analysis of History Textbooks
DOI:
https://doi.org/10.56976/rjsi.v6i2.205Keywords:
Human Rights, Pakistan, History, Elite Schools, TextbooksAbstract
Pakistani educational system is broadly divided into public and private sectors. Due to specific financial and administrative issues, the public sector has failed to produce social capital that could serve as an advocate of human rights. However, elite schools in the private sector are better equipped to educate their students on human rights. Through qualitative content analysis, the present study explores the status of human rights in history textbooks taught in elite schools from grade 6 to O-levels and the International Baccalaureate (I.B.) Middle Years Programme (MYP). It was observed that the human rights issues in Pakistan remained part of the null curriculum in the books published for Pakistani students. In the I.B. books, human rights issues were discussed at the global level, leaving elite students ignorant and oblivious to the state of human rights in Pakistan. It is suggested that human rights should be transformed from abstract and generalized statements to absolute and concrete reality, first stemming from local society and then advancing to a global community.
References
Ahmad, I. (2004). Islam, democracy and citizenship education: An examination of the social studies curriculum in Pakistan. Current issues in comparative education, 7(1), 39-49.
Ahmed, M. A. (2017). Pakistan: State autonomy, extraction, and elite capture—A theoretical configuration. The Pakistan Development Review, 56(2), 127-162.
Akkari, A., & Maleq, K. (2020). Global citizenship education: Critical and international perspectives. Springer Nature.
Akram, H., & Yang, Y. (2021). A critical analysis of the weak implementation causes on educational policies in Pakistan. International Journal of Humanities and Innovation (IJHI), 4(1), 25-28.
Andreotti, V. O. d. (2014). Soft versus critical global citizenship education. In Development education in policy and practice (pp. 21-31). Springer.
Arshad, A. M., Hina, K., & Tariq, T. M. (2020). Inclusion of civic education in social studies subject at primary level in AJK: A Perspective Study. Research Journal of Social Sciences and Economics Review, 1(4), 282-288.
Bertolin, J., Tavares, O., & Sin, C. (2022). Towards a democratic and fair society: Civic competences of Brazilian graduates. Education, Citizenship and Social Justice, 17461979221131148.
Bickmore, K., & Fathallah, R. (2022). Teaching Social Justice Amidst Violence: Youth and Enacted Curricula in Canada, Bangladesh, and México. In The Palgrave Handbook on Critical Theories of Education (pp. 197-219). Springer. https://doi.org/https://doi.org/10.1007/978-3-030-86343-2_12
Bickmore, K., Kaderi, A. S., & Guerra-Sua, Á. (2017). Creating capacities for peacebuilding citizenship: history and social studies curricula in Bangladesh, Canada, Colombia, and México. Journal of Peace Education, 14(3), 282-309.
Bristol, H. L. (2005). Education for sustainability: An examination of ideological perspectives in introductory teacher-education textbooks Northern Arizona University]. Arizona.
Clay, K. L., & Rubin, B. C. (2020). “I look deep into this stuff because it’sa part of me”: Toward a critically relevant civics education. Theory & Research in Social Education, 48(2), 161-181.
Courtois, A. (2017). Elite Schooling and social inequality: privilege and power in Ireland's top private schools. Springer.
Durrani, N. (2008). Schooling the ‘other’: The representation of gender and national identities in Pakistani curriculum texts. Compare: A Journal of Comparative and International Education, 38(5), 595-610.
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115.
Gagnon, F., & Pagé, M. (1999). Conceptual framework for an analysis of citizenship in the liberal democracies. Strategic Research and Analysis Directorate, Multiculturalism Directorate and Citizen Participation Directorate/Department of Canadian Heritage.
Gardezi, H. N. (1991). A Reexamination of the Socio-political History of Pakistan: Reproduction of Class Relations and Ideology. Edwin Mellen Press.
Hassan, H., & Plaček, M. (2021). Corruption and Social Human Rights in Developing Countries: Case of Nigeria, Somalia, Pakistan, and India. In The Palgrave Handbook of Global Social Problems (pp. 1-23). Springer. https://doi.org/https://doi.org/10.1007/978-3-030-68127-2_193-1
Jamal, B., Rizvi, S. A. A., & Kayani, M. M. (2022). Peace Education in Curriculum of Teacher Education in Pakistan: Analysis of Teaching of Social Studies Curriculum. Journal of Educational Sciences, 9(1), 147-164.
Jamil, M., Muhammad, Y., & Qureshi, N. (2021). Critical thinking skills development: Secondary school science teachers’ perceptions and practices. Sir Syed Journal of Education & Social Research, 4(2), 21-30.
Kadiwal, L., & Durrani, N. (2018). Youth negotiation of citizenship identities in Pakistan: Implications for global citizenship education in conflict-contexts. British Journal of Educational Studies, 66(4), 537-558.
Kenway, J. (2018). The work of desire: Elite schools’ multi-scalar markets. In Elite Education and Internationalisation (pp. 93-110). Springer.
Khan, H. U., Rahman, F. U., Khan, T. A., & Rahman, G. (2018). Role of elites in Pakistan. International Journal of Applied Economics Studies, 6(1).
Khoja-Moolji, S. (2014). Producing neoliberal citizens: critical reflections on human rights education in Pakistan. Gender and Education, 26(2), 103-118.
Khokhar, A. J., & Muhammad, Y. (2020). Islamic Habitus in English Language Textbooks Produced by Boards in Pakistan. Journal of Islamic Thought and Civilization, 10(1), 288-310.
Mills, C. W. (2000). The Power Elite. Oxford University Press.
Ministry of Human Rights. (2016). Action plan for human rights. Government of Pakistan.
MOFET. (2017). National Education Policy 2017-2025. Islamabad: Ministry of Federal Education and Training, Government of Pakistan Retrieved from http://www.mofept.gov.pk/SiteImage/Policy/Draft%20National%20Educaiton%20Policy%202017.pdf
Muetterties, C. C. (2022). What kind of global citizen? A framework for best practices in world history civic education. Education, Citizenship and Social Justice, 17(2), 103-121.
Muhammad, Y., & Brett, P. (2015a). Beyond binary discourses? Pakistan studies textbooks and representations of cultural, national, and global Identity. IARTEM e-Journal, 7(3), 74-101.
Muhammad, Y., & Brett, P. (2015b). Beyond binary discourses? Pakistan studies textbooks and representations of cultural, national, and global Identity. IARTEM e-Journal, 7(3), 74-100, Article 2. https://doi.org/https://doi.org/10.21344/iartem.v7i3.743
Mumtaz, F. (2019). Addressing challenges of multiculturalism through peace education in Pakistan. Journal of Current Affairs, 3(2), 1-22.
Muneer, S. (2021). Women empowerment, and access to education in Pakistan: Barriers within home. Journal of the Research Society of Pakistan, 58(2), 32.
Parish, K. (2021). An embedded human rights logic? A comparative study of International Baccalaureate schools in different contexts. Prospects, 1-21. https://doi.org/10.1007/s11125-021-09565-7
Pirzado, P. A. (2019). Teaching Human Rights In Pakistani Schools: What Are The Potential Barriers? PEOPLE: International Journal of Social Sciences, 3(4), 1741-1760.
Qadeer, M. (2006). Pakistan-social and cultural transformations in a Muslim Nation. Routledge.
Rahman, T. (2004). Denizens of alien worlds: A survey of students and teachers at Pakistan's Urdu and English language-medium schools, and madrassas. Contemporary South Asia, 13(3), 307-326.
Ramazan, M. (2015). Defining characteristics of an elite private school in the context of Karachi [Unpublished master's thesis, The Agha Khan University]. Karachi. https://ecommons.aku.edu/theses_dissertations/662/
Rauf, A., Muhammad, Y., & Saeed, A. (2021). Citizenship rights and responsibilities in history textbooks of elite schools in Pakistan: A qualitative content analysis. Journal of the Research Society of Pakistan, 58(2), 235-246.
Rauf, A., Muhammad, Y., & Saleem, A. (2021). Elite School Students’ Perceptions of Human Rights: An Interview Study. Research Journal of Social Sciences and Economics Review, 2(1), 402-413.
Rogers, R. (2004). An introduction to critical discourse analysis in education. In An introduction to critical discourse analysis in education (pp. 31-48). Routledge.
Sadruddin, M. M. (2017). Teaching human rights through global education to teachers in Pakistan. Prospects, 47(1), 73-86.
Saleem, A., Muhammad, Y., & Masood, S. (2020). Classroom management challenges and administrative support in elementary schools: Experiences of novice public-school teachers. UMT Education Review, 3(2), 29-46.
Salmon-Letelier, M., & Russell, S. G. (2022). Building tolerance through human rights education: The missing link. Education, Citizenship and Social Justice, 17(1), 35-53.
Santisteban, A., & Bravo, L. (2018). History education and global citizenship education. In The Palgrave handbook of global citizenship and education (pp. 457-472). Springer.
Schreier, M. (2012). Qualitative content analysis in practice. Sage publications.
Schreier, M., Dahl, T., Janssen, M., Whittal, A., & Stamann, C. (2020). Qualitative Content Analysis: Disciplinary Perspectives and Relationships between Methods-Introduction to the FQS Special Issue" Qualitative Content Analysis II". Forum Qualitative Sozialforschung/Forum: Qualitative Social Research,
Schulz, W., Ainley, J., Fraillon, J., Losito, B., & Agrusti, G. (2016). IEA international civic and citizenship education study 2016 assessment framework. Springer Nature.
Sen, A. (2020). ‘Powerful’human rights education’s curriculum problems. Cambridge Journal of Education, 50(4), 409-427.
Shoukat, A., & Gomez, E. T. (2018). Transformation of political elite as regime changes in Pakistan. Asian Journal of Political Science, 26(1), 35-52.
Skinner, N., & Bromley, P. (2019). Individual and collective social justice education: Comparing emphases on human rights and social movements in textbooks worldwide. Comparative Education Review, 63(4), 502-528.
Smith, C., & Sheyholislami, J. (2022). Current Trends in Critical Discourse Studies of Textbooks: A Look at Selected Literature. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée, 25(1), 47-63.
Swanson, R. A. (2014). A relationship analysis: A professor, 500 students, and an assigned textbook. The History Teacher, 47(2), 289-302.
Tehseem, T., Bokhari, Z., & Zulfiqar, S. (2020). Human rights education and language learning in Pakistan: An EFL perspective. Journal of Education and Educational Development, 7(2), 216-243.
Torney-Purta, J., Lehmann, R., Oswald, H., & Schulz, W. (2001). Citizenship and education in twenty-eight countries: Civic knowledge and engagement at age fourteen. ERIC.
Vissing, Y. (2020). A review of human rights education in higher education. Human rights education globally, 13-49.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Arjumand Rauf, Yaar Muhammad, Syeda Beenish Batool
This work is licensed under a Creative Commons Attribution 4.0 International License.
