Abstract
Education system has witnessed a series of curriculum reforms in the country, however, most of these failed to produce an
enlightened and inquiry-oriented curriculum. The national curriculum 2006 in general and Pakistan studies in particular
seems to be an attempt towards liberating it from ideological forces and responding to the emerging global needs of twenty
first century and geographical changes in the region. This case study investigated implementation of Pakistan studies
curriculum for developing students’ global perspectives. The study was conducted in two higher secondary schools in which
three teachers from each school participated. The study employed qualitative research methodology containing document
analysis, interviews and classroom observations to gather relevant data. The study found that subject matter of Pakistan
Studies of secondary and higher secondary school curriculum (class X-XII) and teachers’ pedagogies incorporated exotic
cross-cultural contents and fostered students’ awareness of perspectival differences but failed to offer insights into global
issues from multiple perspectives. Teachers’ pedagogies also reproduced colonial cultural perspectives informed by teachers'
limited knowledge about globalization. The examination-driven teaching culture in schools and teachers’ limited knowledge
of world culture and economy didn't help teachers to develop students’ global perspectives.
Tajuddin, Muhammad Memon. (2015) Implementation of Pakistan Studies Curriculum: A Case of Developing Students’ Global Perspectives, Journal of Research and Reflections in Education, Volume 9, Issue 2.
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