Unveiling Cultural Narratives: A Qualitative Inquiry into Cultural Representation in Language Education under Pakistan’s Single National Curriculum

Abstract

This qualitative research delves into the cultural narratives encapsulated in language education under Pakistan’s Single National Curriculum (SNC). The study scrutinizes the integration and portrayal of cultural representation within the SNC by employing a methodological framework comprising document analysis and semi-structured interviews with key stakeholders such as curriculum developers, educators, and policy experts. It particularly focuses on the implications of these representations for students’ cultural awareness and identity formation. The findings unveil a pronounced emphasis on national narratives within the curriculum, which tends to eclipse the multifaceted local cultural identities and constrains exposure to broader global cultural perspectives. This predominant focus on national narratives significantly influences students’ perceptions and understanding of their cultural heritage, potentially leading to a constricted perception of Pakistani culture. The research highlights an essential need for a more equitable and inclusive integration of cultural narratives within the curriculum, accentuating the significance of harmonizing local and global cultural elements in educational content. Based on these insights, the study proposes several recommendations, including enhancing teacher training programs, involving diverse stakeholders in the curriculum development process, and a continuous and rigorous evaluation of how cultural narratives are represented and conveyed within the curriculum.