Conducting Decolonized Research to Understand the Lived Experiences of Teaching-Mothers

This case study is based on the study entitled “COVID-19: experiences of teaching-mothers in Pakistan”. The study was conducted in 2020 to understand the lived experience of being a Pakistani teaching-mother during lockdown for COVID-19. This case study provides an overview of the chosen research and specifically discusses the decisions made regarding interview questions, the conduct of interviews, and ethical considerations. The case study discusses the following considerations to decolonize research: identification of participant-relevant and participant-informed research problem and adopting a participant-led research approach. The case study also discusses how the study applied participant-driven sampling strategy and the data collection approach and considerations with respect to ethics, building relationships, and conducting interviews

Conducting Decolonized Research to Understand the Lived Experiences of Teaching-Mothers

This case study is based on the study entitled “COVID-19: experiences of teaching-mothers in Pakistan”. The study was conducted in 2020 to understand the lived experience of being a Pakistani teaching-mother during lockdown for COVID-19. This case study provides an overview of the chosen research and specifically discusses the decisions made regarding interview questions, the conduct of interviews, and ethical considerations. The case study discusses the following considerations to decolonize research: identification of participant-relevant and participant-informed research problem and adopting a participant-led research approach. The case study also discusses how the study applied participant-driven sampling strategy and the data collection approach and considerations with respect to ethics, building relationships, and conducting interviews

To have or to Be - Reimagining the focus of education for sustainable development

Three decades ago, the term Education for Sustainable Development (ESD) entered educational discourse. However, it is important to note that the concept of ‘ESD’ did not emerge from scholarly debates on education, rather as a tool to carry forward the agenda of sustainable development. As a result, it has been conceptualized in many different ways. This article is an attempt to further the debate on ESD-conceptualization. The paper discusses connections between constructivism, transformative learning, and Erich Fromm’s idea of ‘to be’ and argues that the focus of ESD needs to change from narrow behavioural outcomes to emancipating learners to ask critical questions, decide (without the influence of anonymous authority of capitalism) and engage in activities that allows them to develop an authentic relationship with their world. The article suggests that consistent opportunities (inside and outside the classroom) to reflect and question the ‘having’ mode and taking steps towards ‘being’ mode will address the problem of ‘otherness’ and contribute towards a more sustainable world.</p

Perceived Life Skills Development –:An Outcome of Madrassa Education in Pakistan

This study aims at assessing the development of life skills among madrassa students. The study has employed a mixed-method approach to explore the life skills of madrassa students. A questionnaire based on 5-point Likert type scale was used to measure self-reported life skills of 300 madrassa students. In addition, 20 semi-structured interviews were also carried out with madrassa students to explore their life skills. The quantitative data was analyzed by using descriptive statistics and qualitative data was interpreted through thematic analysis. Findings have revealed that the strongest life skill which madrassa students possess amongst all is effective communication skill followed by problem solving and decision-making. The least developed skill of madrassa students is creative thinking. The study findings suggest re-designing the curriculum of madrassa education to provide the students with more opportunities to polish their life skills especially creative thinking.</p

Perceived Life Skills Development –:An Outcome of Madrassa Education in Pakistan

This study aims at assessing the development of life skills among madrassa students. The study has employed a mixed-method approach to explore the life skills of madrassa students. A questionnaire based on 5-point Likert type scale was used to measure self-reported life skills of 300 madrassa students. In addition, 20 semi-structured interviews were also carried out with madrassa students to explore their life skills. The quantitative data was analyzed by using descriptive statistics and qualitative data was interpreted through thematic analysis. Findings have revealed that the strongest life skill which madrassa students possess amongst all is effective communication skill followed by problem solving and decision-making. The least developed skill of madrassa students is creative thinking. The study findings suggest re-designing the curriculum of madrassa education to provide the students with more opportunities to polish their life skills especially creative thinking.</p

Teachers’ Use of Knowledge in Curriculum Making:Implications for Social Justice

Curriculum work is a key part of teachers’ practice and involves engaging with different types of knowledge. The way in which teachers use this knowledge will influence pupils’ experience of the curriculum in their classroom. In the globalised world of the 21st century, knowledge questions are important considerations, as schooling is situated in inequitable systems and social structures. This qualitative research study examined teachers’ use of knowledge as they made the curriculum in their classrooms. Data were generated via interviews with primary school teachers in Scotland and thematically analysed. Five types of knowledge were identified and then critically examined using Nancy Fraser’s framework for social justice. This enabled examination of the implications of teachers’ use of knowledge in their curriculum work. Findings were congruous with previous research on this topic, highlighting the complexity of curriculum work. Our analysis suggests that while the focus on ‘pupil-centred’ education is important, as it acts to recognise pupils in curriculum work, the redistribution of knowledge is a key consideration in the globalised and digitised present day. Digital tools and spaces not only provide access to information but also provide new opportunities for inequity and oppressive social relations; continual reflection on the knowledge flow into schools is an important consideration for both teachers and policy-makers.</p

Teacher Educators’ Beliefs regarding Elementary School Curriculum in Pakistan

The study aimedat exploring teacher educators&rsquo; beliefs about elementary school curriculum in Pakistan as teacher educators&rsquo; beliefstowards curriculum may influence teachers&rsquo; beliefs towards curriculum. The study was done qualitatively. Sixteen teacher educators were interviewed through semi-structured interview (fourteen from twelve public sector institutions and two from private institutions) conveniently. All the participants were those who had either taught a course on curriculum or member of curriculum review committee(s) or had some other role related to curriculum development. Moreover, the feedback given by the respondents to the student teachers, after observing their lessons during teaching practice, was also analysed to cross-validate the findings from interviews. The data highlight that the elementary school curriculum is generally perceived as a set of written documents by the teacher educators. School subjects are considered disintegrated and specialized in nature which may be taught by subject specialists only. Teacher&rsquo;s role is largely viewed as to impart subject knowledge and maintain classroom discipline. These findings indicate that teacher educators&rsquo; beliefs on elementary school curriculum are clearly inclined towards the &lsquo;Scholarly Academic&rsquo; and the &lsquo;Social Efficiency&rsquo; Ideologies of curriculum

Sustainability practices at higher education institutions in Asia

https://v2.sherpa.ac.uk/id/publication/2806Purpose - It is still unclear how Asian universities incorporate the theory or practice of sustainable development (SD) in their research and education programmes. To address this gap, the purpose of this paper is to report on a study that has examined how universities in Asian countries handle and address matters related to SD. Design/methodology/approach - The study used a bibliometric analysis and an online survey-method. The online survey data were analysed through descriptive analysis and one-sample student’s t-test. Findings – The study indicates that there is considerable variation among the Asian countries regarding sustainability practices in higher education institutions (HEIs). The HEIs in far eastern countries, such as Indonesia, Malaysia and Thailand are perceived to demonstrate more sustainability practices. Research limitations/implications - Even though a substantial number of participants participated in the survey, it did not cover all Asian countries. The online survey was carried out over a limited period of time, and not all HEIs in the field may have received information about the study. Practical implications – Asia is the largest continent facing a number of sustainability challenges. In this context, the contribution of HEIs is very important. The findings of the current study may serve as a baseline for Asian HEIs to take more initiatives towards SD goals, as HEIs are responsible for the education and training of hundreds of thousands of students who will be occupying key positions in industry, government or education in the coming years. Originality/value – The study contributes to the existing literature in two distinct ways. First, it was possible to develop a comprehensive instrument to measure sustainability practices in HEIs. Second, this study has filled the gap of the scarcity of studies regarding sustainability practices in HEIs in Asia.info:eu-repo/semantics/publishedVersio