NAVIGATING CONSTRAINT AND AGENCY: HOW PAKISTAN STUDIES TEACHERS CONCEPTUALISE ACTIVE CITIZENSHIP IN AN IDEOLOGICAL CURRICULUM

Abstract

This qualitative study investigated how teachers perceive active citizenship through their lived experiences. We used the semi-structured life-world interview method developed by Kvale and Brinkmann with 15 teachers from both public and private secondary schools in Punjab. The data revealed three key themes: (1) the conceptualisation of citizenship via patriotism obligation, (2) managing tensions between curriculum requirements and critical participation, and (3) realising citizenship via pedagogical decisions. The majority of teachers were closely affiliated with social policy and enterprise citizenship models, although they were less involved with social-movement and social change aspects. The teachers’ conceptualisations are influenced by contextual, institutional, and personal biographies, and provide implications for teacher education and curriculum reform.

Keywords: Active Citizenship, Pakistan Studies Teachers, Qualitative Interviews, Kennedy's Framework, Teacher Conceptualisations, Life-World Experiences, Citizenship Education