A CRITICAL REVIEW OF GLOBAL EDUCATION THEORETICAL FRAMEWORK AND ITS RELEVANCE TO PAKISTAN

Abstract

The global scholars criticise nation-centric educational approaches for poorly preparing students for the challenges of globalization and propose global education as an appropriate modus operandi for globalized world. Postcolonial global scholars criticise the existing theoretical approaches of global education to be west-centric and uncritical to issues of globalisation. Drawing upon this on-going debate, this paper offers a critical review of global education theoretical framework and its relevance to Pakistan. A case study method was used to study curriculum practices of global education in two schools in Chitral employing document analyses, semi-structured and open-ended interviews and classroom observations of teachers as data collection tools. The study found that the subject matter and pedagogies did not consider issues from different vantage points, attached less emphasis on knowledge of alternative choices and teachers reproduced colonial cultural knowledge. The subject matter and pedagogies took economic dependencies for granted and ignored how international human rights discourses disproved certain forms of human rights violences. The study proposed a sevendimensional postcolonial global education theoretical framework as a response to western-centric curriculum practices of global education.