Purpose

The purpose of this study is to analyze the views of educators regarding the constructs of the history curriculum to determine whether history education is usually used for polarization and negative identity enactment or for positive purposes such as tolerance, peace and social justice.

Design/methodology/approach

This study used a qualitative approach, using focus group discussions as a means of data collection. The data were coded deductively based on the preconceived constructs of the Korostelina (2013) model.

Findings

This study found that history education in Pakistan is generally used for national identity formation, which forces manipulation of historical facts and accounts. This study identifies apprehensions that upon knowing the true historical accounts in the later stages of life, students may react adversely to the formed narratives, which may cause further polarization.

Research limitations/implications

This study has significant implications for future researchers, curriculum developers, educators and policy actors.

Originality/value

This study is notable for providing a holistic investigation into the usefulness of history curricula in the context of peacebuilding. In nations where intolerance is prominent, such as Pakistan, the history curriculum can serve to transform people’s perceptions of history. This study offers insights into making the history curriculum more meaningful by offering insights and a way forward to help break down binaries and promote peace and harmony.

中文翻译：

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和平与宽容或其他方式的窗口：课程分析的多视角方法

目的

本研究的目的是分析教育工作者对历史课程结构的看法，以确定历史教育通常用于两极分化和消极身份认同，还是用于宽容、和平和社会正义等积极目的。

设计/方法/途径

本研究采用定性方法，使用焦点小组讨论作为数据收集的手段。数据根据 Korostelina (2013) 模型的先入为主的结构进行演绎编码。

发现

本研究发现，巴基斯坦的历史教育普遍用于民族认同的形成，这迫使历史事实和叙述被操纵。这项研究发现了这样一种担忧，即在生活的后期阶段了解真实的历史叙述后，学生可能会对形成的叙述产生不利反应，这可能会导致进一步的两极分化。

研究局限性/影响

这项研究对未来的研究人员、课程开发人员、教育工作者和政策制定者具有重要意义。

原创性/价值

这项研究以全面调查历史课程在建设和平背景下的作用而著称。在不容忍现象突出的国家，例如巴基斯坦，历史课程可以用来改变人们对历史的看法。这项研究通过提供见解和前进的道路来帮助打破二进制并促进和平与和谐，从而提供使历史课程更有意义的见解。