Youth Negotiation of Citizenship Identities in Pakistan: Implications for Global Citizenship Education in Conflict-Contexts

Autor/inn/en	Kadiwal, Laila; Durrani, Naureen
Titel	Youth Negotiation of Citizenship Identities in Pakistan: Implications for Global Citizenship Education in Conflict-Contexts
Quelle	In: British Journal of Educational Studies, 66 (2018) 4, S.537-558 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kadiwal, Laila) ORCID (Durrani, Naureen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2018.1533099
Schlagwörter	Citizenship Education; Global Approach; Foreign Countries; Self Concept; Economic Factors; Cultural Influences; Political Influences; Low Income; Justice; Social Class; Gender Differences; Ethnicity; Conflict; Student Attitudes; Transformative Learning; History; Foreign Policy; Teaching Methods; Peace; Secondary School Students; Cultural Pluralism; Language of Instruction; Institutional Characteristics; Social Differences; Religious Cultural Groups; Native Language; Pakistan + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Globales Denken; Ausland; Selbstkonzept; Ökonomischer Faktor; Cultural influence; Kultureinfluss; Political influence; Politischer Einfluss; Niedriglohn; Gerechtigkeit; Social classes; Soziale Klasse; Geschlechterkonflikt; Ethnizität; Konflikt; Schülerverhalten; Pädagogische Transformation; Geschichte; Geschichtsdarstellung; Außenpolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Frieden; Sekundarschüler; Kulturpluralismus; Teaching language; Unterrichtssprache; Sozialer Unterschied; Kirchliche Gruppe; Religionszugehörigkeit
Abstract	This study explores young students' negotiation of their citizenship identities at the intersection of their class, gender, religious and ethnic identifications in the conflict-affected setting of Pakistan. While much of the global literature on global citizenship education (GCE) primarily takes into account the perspectives of middle-class or elite students located in richer economies, the current study is centred on a socio-demographically diverse group of young people in a low-income setting. With a specific focus on their negotiation of issues around diversity and justice, students' narratives generated important recommendations for a transformative and historically nuanced postcolonial/decolonial approach to global citizenship engagement that should be considered more broadly. The study illuminates the ways the global/local historical, cultural, political and economic factors influence individual relationship with GCE and offers useful pedagogical and policy implications for GCE 'from below'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01