Fostering Global Citizenship: A Qualitative Study on Civic Education for Pakistani Students on the Palestine-Israel Conflict through Innovative Pedagogical Approaches
DOI:
https://doi.org/10.55737/qjss.673771384Keywords:
Global Citizenship, Civic Education, Palestine-Israel Conflict, Innovative Pedagogical ApproachesAbstract
This research endeavors to delve into the effectiveness of civic education in shaping Pakistani students' understanding of the Palestine-Israel conflict, recognizing the imperative role of global citizenship in today's interconnected world. The study aims to go beyond traditional approaches, focusing on innovative pedagogical methods to enhance critical thinking and empathy among students. The complexity of the Palestine-Israel conflict and its global implications underline the necessity of informed perspectives. Pakistani students, like many others globally, often lack a comprehensive understanding of the conflict's historical, political, and cultural dimensions. The qualitative study focuses specifically on the Palestine-Israel conflict, aiming to uncover insights that enhance the educational experience and contribute to the broader dialogue on global citizenship. The research methodology involves a diverse sample, qualitative research methods, and thematic analysis of data. Expected contributions extend to informing curriculum development and teacher training programs, fostering a generation of Pakistani students with a deeper understanding of the Palestine-Israel conflict, and a commitment to global peace and justice. In conclusion, this research endeavors to contribute valuable insights into the realm of civic education, addressing the gaps in understanding of the Palestine-Israel conflict among Pakistani students. The findings may have broader implications for global citizenship education and similar initiatives in comparable contexts.
Downloads
References
Afza, F., & Shakir, M. (2022). Perceptions of Undergraduate Students toward Civic and Ethical Education: A Case Study of Public and Private Universities. International Journal of Social Science & Entrepreneurship, 2(2), 282–296. https://doi.org/10.58661/ijsse.v2i2.62
Asim, M., & Асим, М. (2014). Measuring Public Opinion Regarding Peaceful Solution of Palestine Issue: an Experimental Study of University Students in Pakistan, Iran and United Arab Emirates. Journal of Siberian Federal University. Humanities & Social Sciences, 10(7), 1672–1681. http://elib.sfu-kras.ru/handle/2311/13386
Bhatti, R. T. (2022). Analysis of Pakistan ’ s narratology in Israel-Palestine conflict ( 2021 ), the restricting factors in the freedom of speech. August.
Brata, D. N. P., Mahatmaharti, R. a. K., Istianingrum, R., Hasanudin, C., & Hadi, S. (2020). Developing Pancasila and Civic Education (Ppkn) Based on Local Wisdom. Humanities & Social Sciences Reviews, 8(1), 768–773. https://doi.org/10.18510/hssr.2020.8192
Chapman, A. (2022). Applying a Critical Lens to Teachers’ Use of Social Media for Civic Education. 21, 526–555. https://doi.org/10.3102/1687245
Dari, P. W. (2023). The Implementation of Character Education and National Culture in Primary Schools through Civic Education Subjects. Indonesian Journal of Character Education Research, 1(1), 1–11.
Dean, B. L. (2005). Citizenship education in Pakistani schools: problems and possibilities. International Journal of Citizenship and Teacher Education, 1(2), 35–55. https://ecommons.aku.edu/pakistan_ied_pdck/30
Iqbal, M., Mahmood, A., & Iqbal, M. (2023). Analysis of Pakistan Studies curriculum for secondary classes in the context of civic education. Voyage Journal of Educational Studies, 3(2), 163–176. https://doi.org/10.58622/vjes.v3i2.56
Komalasari, K. (2009). The effect of contextual learning in civic education on students’ civic competence. Journal of Social Sciences, 5(4), 261-270. https://doi.org/10.3844/jssp.2009.261.270
Mehdi, M. A., & Khalid, U. (2021). Application of Edward Azar’s Theory “Protracted Social Conflict”: A Case Study of Palestine-Israel Conflict. Global International Relations Review, IV(III), 1–6. https://doi.org/10.31703/girr.2021(iv-iii).01
Oliver, M., Gistered, M., & Liberty, M. (2020). Teaching Strategies Used in Civic Education Lessons in Secondary Schools in Zambia. International Journal of Research -GRANTHAALAYAH, 8(2), 39–46. https://doi.org/10.29121/granthaalayah.v8.i2.2020.182
Rachmadtullah, R., Syofyan, H., & Rasmitadila. (2020). The role of civic education teachers in implementing multicultural education in elementary school students. Universal Journal of Educational Research, 8(2), 540–546. https://doi.org/10.13189/ujer.2020.080225
Resch, K., & Schrittesser, I. (2023). Using the Service-Learning approach to bridge the gap between theory and practice in teacher education. International Journal of Inclusive Education, 27(10), 1118–1132. https://doi.org/10.1080/13603116.2021.1882053
Saputro, I., Winarni, R., & Indriayu, M. (2021). The Implementation of Civic Education as a Means of Internalizing Nationalism to Primary School Students. International Journal of Elementary Education, 5(1), 131. https://doi.org/10.23887/ijee.v5i1.33364
Sari, D. I., Rejekiningsih, T., & Muchtarom, M. (2020). The Concept of Human Literacy as Civics Education Strategy to Reinforce Students’ Character in the Era of Disruption. 397(Icliqe 2019), 1132–1141. https://doi.org/10.2991/assehr.k.200129.140
Valendria, P. E., Jannah, W. N., & Yulianawati, D. (2023). Implementation of Character Education for Elementary School Students Through the Learning of Civic Education. 3, 395–404. https://doi.org/10.26618/jed.v
Zakiah, L., Sarkadi, Marini, A., Komarudin, Casmana, A. R., & Kusmawati, A. P. (2023). Implementation of Teaching Multicultural Values Through Civic Education for Elementary School Students. Journal of Social Studies Education Research, 14(1), 110–142. https://jsser.org/index.php/jsser/article/view/4547
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Khizar Hayat, Asad Ali Manzoor, Naveed Tufail
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.