Exploring Ethnicity And Gender Dynamics In Pakistani Education: A Narrative Study Of Novice English Teacher'S Journey

Abstract

The current study investigates the use of narrative inquiry as a pedagogical philosophy for novice English teachers, with the most salient themes of ethnicity and gender. Through reflective conversation on a narrative portfolio, the researcher assesses personal narratives concerning language teaching and learning in the Pakistani educational context, noting the interdependent dynamic between ethnicity, gender disparity, and education issues. The study applies thematic analysis (TA) as its main methodological framework in investigating autobiographical narratives of teaching and learning experiences. The portfolio consists of eleven narrative accounts from early school to university teaching, which trace the sociopolitical and cultural dynamics of educational experiences. Salient themes that emerge within the narratives include ethnic identity, gender disparity, language policy, socio-economic obstacles, and political agendas in education. Findings indicate that ethnicity is a conflict-ridden issue in Pakistani institutes, with sporadic implications for exclusion, discrimination, and tension between students and teachers. The study recognizes language as a salient marker of ethnic identity that conditions pedagogical practices and interactions between students and teachers. In addition, the study investigates the challenge of gender disparity in education, explaining how societal expectations, family obligations, and security concerns undermine the involvement of women in higher education. The narratives document inequities in access, participation, and achievement rates between male and female students, especially those from marginalized communities. Overall, the study concludes that narrative inquiry is an effective means for novice teachers to reflect critically on personal experiences and construct culturally responsive teaching approaches. Through self-reflection and contextual analysis, educators are better positioned to address ethnic and gender-sensitive issues in classroom contexts. The findings add to the larger body of research on teacher preparation, equity in schooling systems, and the effects of sociopolitical schemes on learning contexts.

Keywords: Narrative research, new English teachers, cultural heritage, gender equity, Pakistani education, linguistic identity, sociopolitical context, teacher reflection, cultural sensitivity, educational equity.