Perceptions Of Critical Thinking Among English Teachers And Leaders In Private Pakistani School Education

Abstract

Given the increased emphasis on critical thinking in the realm of teaching and learning across the globe and the lack of attention afforded to this crucial skill in schools in Pakistan, a study based on grounded theory was conducted in four high-end private Pakistani educational institutions. This exploratory study, with data collected by way of extensive interviews, was conducted to ascertain how critical thinking is perceived by teachers, school leaders and school directors in these private schools. The findings suggest that although critical thinking is valued by teachers, school leaders and school directors in these schools, it is restricted by a range of diverse factors, the most significant being a grade-oriented mindset among all stakeholders which include teachers, school leaders, school directors, the student body, as well as parents. This obsession with grades is exacerbated by a ‘pervasive culture of hegemony’, where the parent body seems interested only in their child’s results and a return on investment. Similarly, teachers and school leaders are concerned more about their image and the reputation of their institutions, respectively. The resulting ‘consumerism’, coupled with an already existing hegemonic culture, is perhaps one of the reasons that may have contributed to a sense of ‘inertia’ in the overall system of education in the country. Consequently, though the private school systems advertise the inclusion of critical and creative thinking in their curriculum, which is based on the UK-based Cambridge O and A level examination, the findings do not quite support this claim. In fact, the respondents were unanimous about the value attached with grades and how this supersedes the inclusion of critical thinking at the expense of learning that has taken a backseat.