Analyzing Social Studies National Curriculum and Textbooks for the Concept of Global Citizenship: A Content Analysis

Autor/inn/en	Jalbani, Laraib Nasir; Khan, Najmonnisa
Titel	Analyzing Social Studies National Curriculum and Textbooks for the Concept of Global Citizenship: A Content Analysis
Quelle	In: Journal of Education and Educational Development, 9 (2022) 1, S.68-88 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2310-0869
Schlagwörter	Social Studies; National Curriculum; Textbooks; Global Approach; Citizenship Education; Content Analysis; Foreign Countries; Educational Policy; Grade 4; Grade 5; Pakistan + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Textbook; Text book; Schulbuch; Lehrbuch; Globales Denken; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Inhaltsanalyse; Ausland; Politics of education; Bildungspolitik; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	This qualitative research study was an attempt to analyze the National Social Studies curriculum and textbooks of Grades IV-V in the context of Global Citizenship Education after reviewing the National Education Policies of Pakistan developed in 2009 and 2017. These two policies emphasize developing individuals who are critical thinkers, intellectuals, independent, and responsible global citizens. Data were collected with the help of a checklist for the relational content analysis of student learning outcomes, teaching and learning process, assessment, and evaluation process within the scope of 8 global citizenship dimensions given in the UNICEF global citizenship framework (2013). Major findings of the thematic analysis include the integration of global citizenship elements in the National Curriculum and textbooks of Social Studies to a great extent. Learning objectives as well as teaching and learning process designed for Grades IV and V emphasize the knowledge and understanding of 'Economic and political processes' and 'World Geography'. Similarly, the predominant dimensions identified in the assessment and evaluation exercises developed for Grade IV were 'Economic and political processes', 'Peace and conflict', and 'Human diversity and cross-cultural understanding,' whereas, knowledge and understanding of 'World Geography' and 'Awareness of diverse perspectives' had been emphasized in Grade V. (As Provided).
Anmerkungen	Institute of Business Management, Department of Education. Korangi Creek, Karachi-75190, Sindh, Pakistan. Tel: +92-21-111-002-004; Fax: +92-21-3509-0968; e-mail: education.journal@obm.edu.pk; Web site: http://jmsnew.iobmresearch.com/index.php/joeed/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11