Abstract
This paper examines patterns in teachers’ understanding of
conceptual and practical aspects of citizenship by analyzing survey data
obtained from 320 teachers of public and private sector secondary schools in
Karachi, Pakistan. The survey was conducted using a five-point-Likert scale
ranging from ‘strongly disagree through ‘neutral’ to ‘strongly-agree’ and openended questions on citizen participation in politics. The survey questionnaire
included 28 items that reflected various aspects of citizen rights and
responsibilities. Principal Component Analysis (PCA)) showed several patterns
in teacher’s conceptions of citizenship with reference to democratization. The
analysis demonstrates that teachers’ conception of citizenship is shaped by
confusions and contradictions in terms of their understanding of citizen rights
and responsibilities wherein they conceptualized a passive and apolitical role for
citizens. Nevertheless, the teachers also express dissatisfaction with quality of
people’s participation in politics in the contemporary context of Pakistan. The
study offers insights into teachers’ constructions of citizenship and highlight
implications for the project of citizenship education in particular and
democratization in general in the context of Pakistan.
Karim Panah. (2008) Exploring Patterns in Teachers’ Conceptions of Citizenship and Political Participation: A Survey of Secondary School Teachers in Karachi, Pakistan, Journal of Research and Reflections in Education, Volume 2, Issue 2.
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