Decolonizing the Curriculum: Challenges Faced by Elite Schools in Incorporating Indigenous Knowledge in Islamabad, Pakistan

Abstract

This study looks into the difficulties elite schools in Islamabad, Pakistan, have integrating indigenous knowledge into their curricula. The study employs a qualitative methodology that looks at the main challenges these schools face in an attempt to provide readers a thorough grasp of indigenous knowledge. Using in-depth ethnographic interviews, the research highlights systemic and structural obstacles that impede the integration of indigenous viewpoints as it unravels specific challenges that are exclusive to wealthy educational institutions. The research additionally examines how modern teaching methods help or impede these integration initiatives. It concludes that a major barrier to the integration of indigenous knowledge is parental expectations. The study interrogates how integration efforts are aided or impeded by these expectations and other educational practices. The research makes some policy recommendations to incorporate in the curricula so that indigenous knowledge could be incorporated along with modern education.