The shaping of national identity in diverse Nigerian secondary schools

Representation of National Heroes in English Language Textbooks Taught at Government Higher Secondary Schools of Sindh, Pakistan

Education and Linguistics Research ◽

10.5296/elr.v4i2.13612 ◽

2018 ◽

Vol 4 (2) ◽

pp. 25

Author(s):

Abdul Razaque Lanjwan Jat ◽

Habibullah Pathan ◽

Syed Waqar Ali Shah

Keyword(s):

National Identity ◽

Social Studies ◽

Secondary Schools ◽

Analytical Model ◽

Qualitative Method ◽

English Language ◽

Constructive Model ◽

Islamic Studies ◽

The Social ◽

Language Textbooks

Textbooks are not only to read but also inculcate values, virtues and norms of society given in the curriculum. Basically, the curriculum of Pakistani curriculum is broadly based on celebration of history that is taught in different subjects such as, Islamic studies, social studies, languages and Pakistan studies. These all textbooks have been used as a tool to propagate and promote national identity while representing stories of national heroes. These heroes carry certain hidden and intended ideologies. The aim of this research is to explore the textual and visual representation of national heroes of Pakistan who are portrayed in English language textbooks prescribed by Sindh Textbook Board taught in public higher secondary schools. Furthermore, this paper discusses the different elements such as; language, theme, writer’s objectivity, use of visuals, and certain ideas in order to explore the hidden ideologies behind representing national heroes. They make students patriotic, nationalistic, militaristic and religious which cause manipulation and exploitation of religion, misinterpretation and mixture of facts, misrepresentation of reality, reinforcement of some practices and so on. This is qualitative method. The textual analysis and semi-structured are proposed methods which are mostly applied in these kinds of research studies. We used the social constructive model as an analytical model for this research to uncover the hidden ideologies represented by the national heroes of Pakistan. They propagate the ideologies of Islam/Jehad, patriotism, anti-India, eulogizing heroes and fundamental divide between Muslims and Hindus.

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Human rights education as a framework for transmitting religion as cultural heritage

Human Rights Education Review ◽

10.7577/hrer.4452 ◽

2022 ◽

Vol 5 (1) ◽

pp. 5-27

Author(s):

Eva Lindhardt

Keyword(s):

Human Rights ◽

National Identity ◽

Secondary Schools ◽

Cultural Heritage ◽

Religious Education ◽

Human Rights Education ◽

Freedom Of Religion ◽

Critical Approach ◽

Lower Secondary Schools

The child’s right to freedom of religion and belief and fundamental principles such as equality and non-discrimination constitute an international frame for religious education (RE). However, these rights might be challenged when RE is allocated a major role in transmitting the majority religion as national cultural heritage and national identity. This article will explore and discuss this issue. It is based on an analysis of the transmission of Christianity as cultural heritage in the national RE curriculum for primary and lower secondary schools in Denmark. The article argues that principles from human rights education could provide a basis for a more pluralistic, objective, and critical approach to RE, thus enabling the classroom to function as a community of disagreement.

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