(In)tolerance, Nation building and Education for Sustainability

• In Event: Perceptions of sustainability from the Global-South: curriculum and textbooks in Malaysia, Mexico, India, and Pakistan.

Proposal

We live in a constantly evolving world, where societies continue to adapt owing not only to the socio-economic and political developments, but also by way of constant research, new knowledge, and lessons learned. Educational expansion is emphasized as a driving force behind the political, social, and economic advancement of any developing nation through agricultural, industrial, and commercial modernization. A route to economic prosperity, an essential element to spread political and cultural vitality, the means to combat unemployment, and scientific and technological advancement can be achieved through education (Chimombo, 2005). This narrative can be seen in Pakistan as the needs for economic gains is at the expense of environmental awareness.

Given the significant role played by textbooks in many developing nations, this paper highlights how regional and national identities are represented in the curriculum. Through an analysis of Social studies, Pakistan Studies and Islamiat textbooks by Punjab Text Board (a provisional board responsible for designing and printing textbooks for Public schools in Pakistan), this project tends to explore the effects of Binary opposition in Post-colonial nation state of Pakistan. Previous studies shows how restructuring education system can help in improving mutual relations between India and Pakistan, thus creating sustainable peace in the region (Tripathi, 2016; Kirchheimera & Bentrovato, 2018). This research focuses on the interrelated terms used in textbooks that highlights how binary opposition comes into play within the educational context of Pakistan, and how this affects environmental concerns related to regional sustainability.

References
Chimombo, J.P.G. (2005) Issues in Basic Education in Developing Countries: An Exploration of
Policy Options for Improved Delivery Journal of International Cooperation in
Education, Vol.8, No.1, pp.129 ～ 152
Ide, T., Kirchheimera, J., Bentrovato, D. (2018). School textbooks, peace and conflict: an
introduction. Global Change, Peace & Security, 30:3, 287-294, DOI: 10.1080/14781158.2018.1505717
Tripathi, D. “Sustainable Peace Between India and Pakistan: A Case for Restructuring the School
Education System.” In History Can Bite: History Education in Divided and Postwar Societies, edited by Denise Bentrovato, Karina V. Korostelina, and Martina Schulze, 125–38. Göttingen: V&R uni press, 2016.

Author

• Serene Ismail, Loyola University Chicago