Date of Award

2024

Degree Type

Dissertation

Degree Name

Master of Philosophy in Education (MPhil Ed.)

First Advisor

Dr Meher Rizvi

Department

Institute for Educational Development, Karachi

Abstract

This study examines the implementation of equitable teaching practices, commonly called equity in education encompassing strategies to ensure all students have access to an inclusive and fair learning environment. The 2030 Agenda for Sustainable Development Goal (SDG 4) emphasizes the need for inclusive and equitable quality education and promotes lifelong learning opportunities for all. Despite the importance of these principles, achieving inclusion, equity, and equal access in Pakistan, particularly in Gilgit-Baltistan, remains challenging. While public school teachers are mandated to implement these practices as outlined in the Policy Handbook for Government Schools and the Teacher’s Annual Performance Report (TAPR), limited research has explored how teachers in this region understand and apply these strategies in the classroom. Anecdotal evidence suggests that although some small-scale efforts exist, fully adopting and exercising equitable practices is hindered by systemic challenges. This study addresses this research gap by investigating public school teachers' perceptions and implementation of equitable teaching practices in Gilgit-Baltistan. A qualitative multiple-case study approach was employed, focusing on two lower secondary classes from two public schools. Data were gathered through observations, semi-structured interviews, and focus group discussions, with a total of 14 participants: one headteacher, two teachers, and four students purposively selected from each school. Thematic analysis was conducted for each school to identify key patterns and insights. The findings reveal that equity in the classroom is largely facilitated when teachers develop equitable relationships with students, employ culturally responsive pedagogy, differentiate instruction to cater to diverse learning needs, and apply equitable assessment strategies. These practices help ensure that all students, regardless of their background, are given equal opportunities to succeed. However, significant barriers to the comprehensive implementation of these practices persist, including mixed abilities, cultural constraints, a lack of resources, inadequate infrastructure, and limited professional development for teachers. The study concludes that while some teachers are making commendable efforts, there is a pressing need for more systemic support. Future research should further explore the impact of professional development on teachers' ability to implement equitable practices and address the infrastructural challenges that limit their effectiveness in diverse educational contexts.

First Page

1

Last Page

122

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