Action research: A viable alternative for in-service teacher professional development

In this paper, the author argues for the professional development of teachers to be based upon systematic action research undertaken as a collegial activity within the culture of the school. Three case studies of action research, one each from South Asia, East Africa and Central Asia, in which Professional Development Teachers (PDTs) (MEd graduates of AKU-IED) worked with teachers to improve teaching and learning in the classroom, are presented to illustrate the possibilities and challenges of using action research for teacher professional development. The author further argues that while action research for teacher professional development addresses the challenges of other forms of teacher professional development, for increased benefits partnerships with universities wishing to support schools in doing action research should be developed and schools must be better resourced and supported over longer periods of time

Citizenship education in Pakistani schools: Problems and possibilities

A critical aspect of education that is often overlooked or inadequately addressed is the preparation of school students for citizenship. This paper assesses the current state of citizenship education in Pakistani schools. It draws on the findings of two research studies: an analysis of the social studies curriculum and textbooks and a review of teaching and learning practices in schools. The findings indicate that the curriculum and textbooks do not distinguish between Islamic education and citizenship education and promotes exclusionary and passive citizenship. They also shows that while Pakistani students acquire knowledge and learn some important values in schools, they do not learn the skills (problemsolving, decision-making) and values (civic mindedness, critical consciousness) required for effective participation in democratic life. The paper finally suggests what a teacher education program should include if teachers are to prepare students for informed, responsible and participatory citizenship

The role of schooling in constructing gendered identities

Many research studies show that schools play an important role in constructing gendered identities of girls and boys in western contexts. In Pakistan, there are research studies on the construction of gender in textbooks but studies on the role of schools are either unreported or unavailable. To address this gap in the literature, an exploratory study was carried out in public sector schools in the urban and semi-urban areas of Karachi. The findings indicate that the inter-relationship of the structure of schools, the official curriculum, teaching and learning practices and teacher beliefs result in a gendered division of labor, gendered bodily and disciplinary regulations, gendered control of space, bodies and behavior, and teaching to perceived gender differential characteristics which serve to develop gendered identities of girls and boys