Schooling the ‘other’: The representation of gender and national identities in Pakistani curriculum texts
Open accessAbstract
Until relatively recently, educational research in developing countries has focused mainly on issues of access for addressing gender inequalities in education. This paper argues that challenging patriarchal relations in schooling and education requires moving beyond access to understanding the ways the curriculum acts as a set of discursive practices which position girls and boys unequally and differently constitute them as gendered and nationalised/ist subjects. Using curriculum texts from Pakistan, the paper explores how gender and national identities intersect in a dynamic way in the processes of schooling. The paper illustrates the ideological power of both curriculum and school experiences in fashioning the reciprocal performance and construction of gender and national identities in Pakistan. It contends that in its current form, education is a means of maintaining, reproducing and reinforcing the gender hierarchies that characterise Pakistan.
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Teachers mediate and transform textbooks when they use them during lessons.
“On the other hand, teachers mediate and transform textbooks when they use them during lessons (Durrani, 2008).”
From The influence of school textbooks on the configuration of gender identity: A study on the unequal representation of women and men in the school discourse during the Spanish democracy (2022) · cites this paper as Durrani, 2008
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Representation of Female Gender in English Books A Case of Pakistani English Textbooks
Bhutto, A. A., Sarhandi, P. S. A., & Sohail, S. (2024) · Academy of Education and Social Sciences Review · doi:10.48112/aessr.v4i3.816
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Azeem, A. (2026) · Journal of Muslims in Europe · doi:10.1163/22117954-bja10138
- Authors
- Durrani, N.
- Affiliations
- University of Lancashire (GB)
- Corresponding author
- Durrani, Naureen
- ORCID
- Durrani, Naureen
- Venue
- Compare A Journal of Comparative and International Education
- Publisher
- Informa UK Limited
- Published
- 2008-10
- Volume
- 38
- Issue
- 5
- Pages
- 595-610
- ISSN
- 0305-7925 (ISSN-L)
- 1469-3623
- OpenAlex
- W2023325382
- Cited by
- 99
- References
- 42
- Citations by year
- 2026: 4 · 2025: 6 · 2024: 7 · 2023: 9 · 2022: 12 · 2021: 18 · 2020: 11 · 2019: 5 · 2017: 6 · 2016: 7 · 2015: 1 · 2014: 1 · 2013: 1 · 2012: 3
- FWCI
- 6.44
- Type
- journal article
- Language
- en
- Open access
- green
- figshare.com
- Licence
- cc-by
- Locations
- Compare A Journal of Comparative and International Education (publishedVersion)
- Northumbria Research Link (Northumbria University) (acceptedVersion)
- Figshare (submittedVersion, cc-by)
- Topics
- Social Sciences › Gender Studies › Gender, Sexuality, and Education
- Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
- Social Sciences › Education › Gender, Education, and Development Issues
- Keywords
- gender identity, national identity, curriculum documents, gendered subjectivity, intersectionality, gender inequality in education, curriculum ideology, othering
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