The purpose of the study was to evaluate Pakistan's national history curriculum in the post 18th constitutional amendment scenario. The amendment bequeathed the responsibility of education, including curriculum development, to the provinces. This study sought input from educators on ways the national curriculum currently addresses local needs and requirements as well as considerations for any potential changes or improvements. Traditionally, history curriculum has been used mainly for social identity formation and ideological indoctrination; current scholarship on history education has now also included national identity formation. Additionally, scholarship has begun to analyze possible purposes behind social identity formation, whether used negatively or positively. This study, which took place in Balochistan, Pakistan, used a qualitative case study approach. A provincial level conference was convened as a context and data source that involved 28 educators including teachers, teacher educators, curriculum experts, and policy actors as participants in the study. The texts of five representative educators engaged in the conference dialogue was selected for analysis. Discourse analysis was the methodology used to arrive at findings of the study. The study yielded several interesting findings that give insight about the national history curriculum of Pakistan and future curriculum practices of the Balochistan province. According to the selected educators, the national history curriculum of Pakistan has been unidimensional, based on Islamic ideology that embraces a religious national identity. The selected educators argued that the curriculum is unwelcoming to diversity, does not promote peace and equity, conceals truth, and hinders critical thinking. They found the national history curriculum non-representative of the local context of Balochistan province. In light of these findings, the selected educators proposed a history curriculum for Balochistan province that promotes peace, tolerance, equity, and respect for diversity, truth, and critical thinking. The participating educators saw a provincial/local focus as addressing many limitations of the …
This study used a critical discourse analysis (CDA) to examine the Texas Essential Knowledge and Skills for government. These are the learning standards that public schools are required to use as the curriculum in Texas. Additionally, the study critically examined the Texas State Board of Education meeting minutes from the spring of 2010, when the board revised all social studies TEKS. James Gee’s framework for conducting CDA was used to analyze the government TEKS and meeting minutes to uncover the ways in which the language in the documents defines democratic and citizenship education in Texas, determine if the language creates an imbalance of power among participants in education, and do these documents agree with educational philosophers’ construct of citizenship and democratic education? The results of the CDA concluded that the Texas learning standards, and the words of many SBOE members reveal a preference toward right-wing, conservative beliefs. The construct of citizenship and democratic education created by the Texas government TEKS and SBOE meeting minutes contradicts these notions, as defined by educational theorists, and excludes those participants who do not embrace these beliefs.
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