Pakistani National Identity, Cultural Diversity, and Global Perspectives: A Policy Trajectory Study of the National Curriculum for Secondary School Pakistan Studies in Punjab By Yaar Muhammad MSc (Pakistan Studies), MA (Education), & MA (International Migration & Ethnic Relations) Thesis Submitted in Fulfillment of the Requirements for the Degree of Doctor of Philosophy Faculty of Education University of Tasmania Launceston, Tasmania December, 2015 Abstract Domestic political circumstances, textbook controversies, and international pressure to revise education policy constituted the context of influence for the curriculum policy’s ideological shift in 2006 towards greater democratic pluralism. However, the extent of this ideological shift in the journey from policy to enacted practice—via the mediation of textbook content and teaching—has not been previously explored. This study investigated the trajectory of curriculum policy associated with secondary school Pakistan Studies, focusing specifically on the themes of Pakistani national identity, cultural diversity, and global perspectives—and the instructional strategies deployed in addressing these themes. The policy trajectory model (Bowe, Ball, & Gold, 1992) was used as an analytical framework. This model facilitated the examination of three policy contexts macro policy text production (curriculum documents), meso policy text production (textbooks) and teachers’ practice. Qualitative content analysis of the Pakistan Studies curriculum policy documents was conducted to understand the policy objectives and recommendations for the teaching of Pakistani national identity, cultural diversity, and global perspectives. Similarly, qualitative content analysis of the official Pakistan Studies textbooks was undertaken to understand policy text production and treatment of the identified identity themes. Lastly, cross-case analysis of the purposeful sample of 27 teachers was conducted to understand the perceptions, practices, and suggestions of teachers related to the same themes. The findings of this study revealed differences between curriculum policy documents (macro level), textbooks (meso level), and teachers (micro level) as to the discourses they privilege around national identity, cultural diversity, and global perspectives in Pakistan Studies. Furthermore, the analysis revealed the gradual permeation of the theocratic discourse in Pakistan Studies from the macro to micro levels of curriculum policy enactment. At the macro level, the dominant conception of Pakistani national identity was held in an uneasy tension—with attempts to face in two directions at once but edging towards the promotion of more pluralistic practices. ii However, at the meso level, the Pakistan Studies textbooks mainly incorporated the nation-statist/Islamist conception of Pakistani national identity. At the micro level, most of the teachers subscribed to Islamist and nation-statist national identity. With respect to ethnic and religious diversity, the objectives and learning outcomes at the macro level were progressive in intent. However, the textbooks generally paid limited attention to the representation of ethnic and religious diversity. Most of the teachers’ reported practices indicated that they confined themselves to the teaching of limited content on representation of ethnic and religious diversity because of time constraints, large classes, and an examination system that overwhelmingly only assesses students’ knowledge of the textbook content. At the macro level, the objectives and learning outcomes of the Pakistan Studies curriculum aimed to cultivate affinity with the non-Muslim world as well as the Muslim world. However, the textbooks focused largely upon cultivating students’ affinity with the Muslim world and used non-emotive language in the description of non-Muslim organisations. Most of the teachers had a greater inclination towards nationalism than Muslim Ummah or humanity in general. Finally, most of the curriculum policy’s recommended instructional strategies were not identified in the reported practices of the teachers. The liberal-democratic discourse of Pakistan Studies promulgated at the macro level seemed to disperse at the micro level. Therefore, it is argued that there would be merit in more tightly linking the various curriculum policy contexts. This could be implemented by ensuring awareness of roles and responsibilities at each level and by introducing the various policy enactors to the complexities of teaching about Pakistani national identity, cultural diversity, and global perspectives through various policy dissemination strategies. For policy makers, redressing the state exam policy appears to be the most urgent and effective measure to adopt in order for any future curriculum reform to flourish because this study’s data showed that state exams were the key determinant of the relatively narrow classroom practice. iii Declaration This thesis contains no material which has been accepted for a degree or diploma by the University or any other institution, except by way of background information and duly acknowledged in the thesis, and to the best of my knowledge and belief, it contains no material previously published or written by another person, except where due reference is made in the text. ______________________________ Yaar Muhammad iv Authority of Access This thesis may be made available for loan. Copying and communication of any part of this thesis is prohibited for two years from the date this statement was signed; after that time limited copying and communication is permitted in accordance with the Copyright Act 1968. ______________________________ Yaar Muhammad v Statement of Ethical Conduct The research associated with this thesis abides by the international and Australian codes on human and animal experimentation, the guidelines by the Australian Government's Office of the Gene Technology Regulator and the rulings of the Safety, Ethics, and Institutional Biosafety Committees of the University. ______________________________ Yaar Muhammad vi Dedication To my lovely Mother vii Acknowledgments The completion of this thesis has been made possible with the tremendous support, help, and encouragement of many individuals. I would like to acknowledge and thank all of the members of my supervisory team—Dr Peter Brett for his advice, support, and guidance in all aspects of this research project, Associate Professor Marion Myhill for her thoughtful insights regarding effectively presenting the research ideas and findings, and Dr Gregory Ashman for carefully proof-reading various versions of thesis chapters. I would like to express special thanks to the University of Tasmania for providing me the Elite Research Scholarship for undertaking this PhD project. Without the financial assistance from this generous scholarship, it would not have been possible for me to pursue PhD study in Australia. I would like to acknowledge the assistance of the Launceston-based UTAS library staff members who were always willing to help me find the relevant literature within the library or through inter-library loans. I would like to thank all the facilitators who helped me in securing access to the different schools and research participants. I would also like to express my appreciation to the participant teachers, their welcoming smiles, and generosity in providing me with their perspectives on the Pakistan Studies curriculum. Talking with them was an illuminating learning opportunity for me in exploring what was going on in secondary schools related to the teaching of Pakistan Studies. My sincere appreciation is extended to UTAS colleagues, especially, Ms Diane Nailon and Dr Christine Gardner who voluntarily read drafts of earlier versions of some chapters and provided useful feedback. Lastly, I am thankful to my parents, wife, and children who have always encouraged and supported me throughout this long journey of pursuing PhD study abroad. Thanks to everyone who helped make this happen! viii Table of Content Pakistani National Identity, Cultural Diversity, and Global Perspectives: A Policy Trajectory Study of the National Curriculum for Secondary School Pakistan Studies in Punjab .............................................................................................................. i Abstract ............................................................................................................................ii Declaration ...................................................................................................................... iv Authority of Access ......................................................................................................... v Statement of Ethical Conduct ....................................................................................... vi Dedication .......................................................................................................................vii Acknowledgments ........................................................................................................ viii Table of Content ............................................................................................................. ix List of Tables ................................................................................................................. xiv List of Figures ................................................................................................................ xv Key Terms ....................................................................................................................