Discursive Analysis of Learner Identity and Diversity in the Single National Curriculum (SNC) of Pakistan: A Discourse-Historical Approach"

Abstract

The present study investigates the notion of learner identity and its connection with diversity. The objective of this study is to perform a discursive analysis of the Single National Curriculum (SNC). The Standardized National Curriculum (SNC) is a comprehensive educational framework that has been established by the government of Pakistan. Its primary goal is to standardize and unify the curriculum throughout all educational institutions inside the country. The present study aims to analyze the discourses pertaining to the SNC to gain insight into the diverse perspectives surrounding it. Specifically, it explores whether these perspectives adopt a comprehensive approach that addresses social and emotional aspects, or if they exhibit cultural confusion. It investigates whether the identity of learners is undergoing transformation and whether it embraces diversity and multiculturalism. For this, the research utilizes an extensive qualitative methodology. To enhance the analysis's robustness, a purposive sampling technique will be applied by collecting data from secondary sources particularly textbooks. The examination will include nearly ten textbooks mainly of subjects like Pakistan Studies, Urdu and English, specifically tailored for matriculation and intermediate levels. The research uses Ruth Wodak's Discourse Historical Approach to examine specific extracts from curriculum texts, thereby adopting a distinctive perspective that sets it apart from previous research endeavors. These strategies encompass the utilization of language, framing techniques, and the depiction of Pakistani learners' identity and their ability to adjust to a multicultural environment. The interpretation of the findings provides an understanding of how the textbook influences the formation of learners' identities in the context of multiculturalism.