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A window to peace and tolerance or otherwise: a multi-perspective approach to curriculum analysis

Gulab Khilji (Education Department, Government of Balochistan, Bureau of Curriculum, Quetta, Pakistan)
Nazir Ahmed Jogezai (Education Department, Government of Balochistan, Bureau of Curriculum, Quetta, Pakistan)

Journal for Multicultural Education

ISSN: 2053-535X

Article publication date: 19 October 2022

Issue publication date: 9 May 2023

109

Abstract

Purpose

The purpose of this study is to analyze the views of educators regarding the constructs of the history curriculum to determine whether history education is usually used for polarization and negative identity enactment or for positive purposes such as tolerance, peace and social justice.

Design/methodology/approach

This study used a qualitative approach, using focus group discussions as a means of data collection. The data were coded deductively based on the preconceived constructs of the Korostelina (2013) model.

Findings

This study found that history education in Pakistan is generally used for national identity formation, which forces manipulation of historical facts and accounts. This study identifies apprehensions that upon knowing the true historical accounts in the later stages of life, students may react adversely to the formed narratives, which may cause further polarization.

Research limitations/implications

This study has significant implications for future researchers, curriculum developers, educators and policy actors.

Originality/value

This study is notable for providing a holistic investigation into the usefulness of history curricula in the context of peacebuilding. In nations where intolerance is prominent, such as Pakistan, the history curriculum can serve to transform people’s perceptions of history. This study offers insights into making the history curriculum more meaningful by offering insights and a way forward to help break down binaries and promote peace and harmony.

Keywords

Acknowledgements

This research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors.

Declaration of conflicting interests: The authors declared no potential conflicts of interest concerning the research, authorship and/or publication of this study.

Citation

Khilji, G. and Jogezai, N.A. (2023), "A window to peace and tolerance or otherwise: a multi-perspective approach to curriculum analysis", Journal for Multicultural Education, Vol. 17 No. 2, pp. 184-195. https://doi.org/10.1108/JME-08-2022-0102

Publisher

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Emerald Publishing Limited

Copyright © 2022, Emerald Publishing Limited

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