# data[].attributes.body
Cultural Foundation of Pakistani Education

Education in Pakistan is shaped by Islamic values, family beliefs, and respect for authority.

Focuses on holistic development — intellectual, moral, and spiritual growth.

Educational Principles

Tawhid (Unity of God): spirituality/morality oneness of God

Tarbiyah (Nurturing): intellectual, moral, and spiritual development of responsible citizens.

Adab (Etiquette): respect, manners, ethics and moral conduct

Curriculum Features

Islamic Studies Quran, Hadith

Cultural preservation Urdu language and literature

# data[].attributes.headline
Religion, Gender and Identity Construction Amongst Pakistanis in Australia. (Source 5) 

# data[].attributes.subject
Religion, Gender and Identity Construction Amongst Pakistanis in Australia. (Source 5) 

# data[].attributes.body
Family Traditions in Australian Society

More acceptable for men to act Western, women are expected to uphold traditions

Following traditional gender roles within immigrant communities helps maintain traditional culture, but isolates women from the host society

Family values of most Pakistani families stand in conflict with the wider Australian norms regarding gender roles, status and religion

Identity Construction in Australian Society

Practice a mix of ‘cultural maintenance’ (maintaining cultural identity) and ‘contact participation’ (seeking contact with those outside their own groups to participate in larger society)

Australian public overlooks the cultural, ethnic, and linguistic diversity within Pakistani communities

Australian society’s homogenisation of Pakistani communities and intolerance to accept cultural values makes it difficult for them to integrate into dominant culture

Communities feel uncomfortable with the way the Australian community portrays them in the media

Malik, N. (2009). Religion, gender and identity construction amongst Pakistanis in Australia. Pakistani diasporas: Culture, conflict, and change, 169-184.

# data[].attributes.body
The White Australia Policy initially limited migration, but after its removal in the 1973

Notable arrival of Anglo-Pakistanis(pakistan background-maybe living in britian) they were professionals. moved to live in Sydney and Melbourne

# data[].attributes.body
This source examines the migration experiences of Pakistani communities in Australia, from early historical arrivals to more recent professional migrants. It highlights challenges such as job struggles because the issue of non-recognition of overseas qualifications, others were financial and homesickness. The source also focuses on gender disparities and the evolving social integration and sense of belonging within Australian society.

# data[].attributes.headline
Muslim Students’ Religious and Cultural Experiences in the Micro-publics of University Campuses in NSW, Australia. (Source 2)

# data[].attributes.subject
Muslim Students’ Religious and Cultural Experiences in the Micro-publics of University Campuses in NSW, Australia. (Source 2)

# data[].attributes.body
This source explores the experiences of Pakistani Muslims within University Campuses in NSW Australia. Throughout the source, challenges in religious practices and beliefs on campus was highlighted, suggesting that whilst the majority of NSW universities provide access to prayer spaces, there is a need for inclusion of Muslim dietary considerations and Islamic holidays. Discrimination was also explored, however it is evident that there is minimal discrimination within universities.

# data[].attributes.attachment_link.title
Muslim Students’ Religious and Cultural Experiences in the Micro-publics of University Campuses in NSW, Australia

# data[].attributes.attachment_link.description
Although there is much research about the growing ethnic and religious diversity on university campuses across the world, relatively little is known about the religious and cultural experiences of…

# data[].attributes.headline
Pakistani-Muslim Immigrant Women in Western Australia: Perceptions of Identity and Community. (Source3)

# data[].attributes.subject
Pakistani-Muslim Immigrant Women in Western Australia: Perceptions of Identity and Community. (Source3)

# data[].attributes.body
This source explores the experiences of Pakistani-Muslim immigrant women living in Western Australia during the 1970’s. Research conducted highlighted the significant impact of religion on the immigration and settling process within Australia, and the challenges faced within western society such as racism, gender roles and cultural traditions.

# data[].attributes.headline
Values, Ethics and Teacher Education: A Perspective From Pakistan. (Source 4) 

# data[].attributes.subject
Values, Ethics and Teacher Education: A Perspective From Pakistan. (Source 4) 

# data[].attributes.body
This source explores the educational philosophies and traditions of Pakistan’s education system, particularly how the values and ethics of Islamic principles are embedded in education and the training of teachers. This source emphasises that in Pakistan, religion, culture and education are closely connected, and how teachers are expected to model ethical behaviour based on Islamic morals and values. The source also highlights inconsistencies and challenges in how these values are taught, and the border social and political issues of education.

# data[].attributes.headline
Values, Ethics and Teacher Education: A Perspective from Pakistan. (Source 4) - Info A

# data[].attributes.subject
Values, Ethics and Teacher Education: A Perspective from Pakistan. (Source 4) - Info A

# data[].attributes.body
Educational Context

Pakistan is a developing country that ranks 144th on Human Development Index - low indicators of literacy and education

Inequalities in access to education due to person’s level of education, social class, area of residence and gender

Deterioration of the state-run school system has given rise to alternative forms of education eg. religious institutions (mosque schools and madrasahs)

Poor student/teacher ratios

All formal and informal learning of values are derived from Islam and Islamic teachings

# data[].attributes.headline
Muslim Students’ Religious and Cultural Experiences in the Micro-publics of University Campuses in NSW, Australia. (Source 2)

# data[].attributes.subject
Muslim Students’ Religious and Cultural Experiences in the Micro-publics of University Campuses in NSW, Australia. (Source 2)

# data[].attributes.body
Muslim beliefs and practices on campus

- Practice of faith was either consistent or enhanced

- Most students are comfortable to express their religion on campus and identify as Muslim

- Whilst religious facilities are available to use at the majority of NSW universities, there is a need for larger prayer spaces do to over-crowding and bathrooms to be attached to rooms

- Due to an absence of alcohol consumption in Islam, some students expressed concern over feeling uncomfortable in areas of the university where alcohol is present, however others had little to no concern.

- Limited inclusion of Islamic holidays and dietary considerations was an issue in some universities such as halal.

Religious-based Discrimination

- Majority of students have experienced limited discrimination in university educational settings

- The survey suggests that Muslim university students experience the most discrimination based of religious identity on the internet and within the workplace

# data[].attributes.attachment_link.title
Muslim Students’ Religious and Cultural Experiences in the Micro-publics of University Campuses in NSW, Australia

# data[].attributes.attachment_link.description
Although there is much research about the growing ethnic and religious diversity on university campuses across the world, relatively little is known about the religious and cultural experiences of…

# data[].attributes.headline
Pakistani-Muslim Immigrant Women in Western Australia: Perceptions of Identity and Community. (Source 3: Info A)

# data[].attributes.subject
Pakistani-Muslim Immigrant Women in Western Australia: Perceptions of Identity and Community. (Source 3: Info A)

# data[].attributes.body
Religious Affiliation, Diversity and Identities

- Strong sense of identity with the Muslim community

- Islamic Law provides women with a guide to develop their identity and community

- Levels of resisting western influence on cultural traditions differ between Pathan-Pakistanis and Mahajur-Pakistani participants.

Views on terrorism

Pathan-Pakistanis:

- Supported Osama Bin Laden (Militant Leader)

- Agreed with his view that Western corruption and racism resulted in terrorist networks such as al-Qaeda

Mahajur-Pakistanis:

- Do not support terrorist groups – blaming them for racism and violence

- Believe that terrorist groups give Muslims a negative reputation

# data[].attributes.headline
The long term settlement of the Pakistani migrants in Australia. (Source 6)

# data[].attributes.subject
The long term settlement of the Pakistani migrants in Australia. (Source 6)

# data[].attributes.body
Settlement  Experiences

-  Most migrants previously attended education and training

-  Most had to further their education to gain employment

- This allowed for gradual improvements to English skills

- Difficulties noticed: financial hardship, communication and socially

Educational Outcomes

- English skills improved integration and communication

- Attainment of qualifications recognised

- Higher education in University rates suggest migrants are actively engaging and benefiting from Australia's education systems

# data[].attributes.body
Islamic Education and Teachings

Religious text - The Qur’an

Derive guidance from the Hadith (sayings of the prophet) and Sunnah (life of the prophet)

Preaches moderation and demands purification of motives to appease Allah (God)

All people are regarded as equal in terms of their rights and responsibilities -  does not recognise barriers of birth, race, creed, colour or language

Emphasis on unity and on the rejection of anything that leads to divisiveness

Teacher Education

Admission criteria for teacher education emphasise a “strong commitment to the Ideology of Pakistan”

All educational plans and policies lay emphasis on the preservation and transmission of Islamic values

Normative aims (ethics and values) form an integral part of educational institutions and curriculum

Zia, R. (2007). Values, ethics and teacher education: A perspective from Pakistan. Higher Education Management and Policy, 19(3), 105.

# data[].attributes.headline
Religion, Gender and Identity Construction Amongst Pakistanis in Australia. (Source 5). 

# data[].attributes.subject
Religion, Gender and Identity Construction Amongst Pakistanis in Australia. (Source 5). 

# data[].attributes.body
This source explores the experiences of more recent arrivals of the migrant community from Pakistan in Australia, specifically their construction of identity. The source identifies that in their efforts to adapt to a new sociocultural environment, many Pakistani migrants actively engage with aspects of Australian culture whilst preserving their own cultural identity. This includes maintaining their language, religion and traditional cultural practices such as gender roles, family customs and religious practices. This source also discusses the challenges faced by the Pakistani community in Australia, including racial discrimination and the stereotyping of Muslim migrants.

# data[].attributes.headline
The long term settlement of the Pakistani migrants in Australia. (Source 6)

# data[].attributes.subject
The long term settlement of the Pakistani migrants in Australia. (Source 6)

# data[].attributes.body
The long-term settlement experiences of Pakistani migrants is studied in this source, focusing on education, employment, income and the English language. This study found that Pakistani individuals are highly and actively engaged in the Australian education systems through the substantial progress and development made in these four focused areas.

# data[].attributes.body
This source showed multiple examples for how Pakistani migrants have adjusted to living in Australia.

The research shows that Pakistani migrants have integrated functionally with jobs, housing and education) but they have struggled to integrate socially and emotionally due to varying differences such as religion, culture and language, and ties to Pakistan especially for first-generation migrants who as many as 40% in the research contemplated returning to Pakistan in comparison to second-generation migrants who usually have assimilated better into Australian society.

The research showed that a majority of the people asked expressed a general happiness especially in regards to their children's wellbeing.

# data[].attributes.body
This source discusses refugee-background students and their experiences within the Australian education system. They looked at Sudanese, Afghan and Iraqi backgrounds which includes Pakistani people. The source discusses how many refugee students face discrimination, trauma, housing instability and poverty which disrupts and affects their education. There is often a language barrier which creates further issues. They also discuss that while there is a lot of positive teacher and school support, many teachers are ill-equipped on training and resources to help refugee students. The article overall calls for a change to education systems and adapting to better fit all students to improve integration and especially improve refugee student outcomes so that their education and futures are not effected.

# data[].attributes.body
Mid-19th century: First Pakistani-linked migrants arrived (referred to as "Afghans") — small in number. the first wave being cameleers trainers, wool/water/mail carriers and hawkers- central australia and victoria-

-SOURCE 1-

# data[].attributes.headline
Educating refugee-background students in Australian schools and universities- Source 8

# data[].attributes.subject
Educating refugee-background students in Australian schools and universities- Source 8

# data[].attributes.body
The study investigates the educational experiences of refugee-background students in Australia using interviews with students and educators across three universities and six high schools. It focuses on how refugee students’ prior life experiences, language development, and the culture of learning environments influence their academic success.

Refugee students often face trauma, disrupted education, poverty, and housing instability, which hinder academic performance.

Limited proficiency in English, especially academic English, is a major barrier. Time-restricted support in Intensive English Centres and lack of first-language literacy complicate language acquisition.

Supportive teacher-student relationships and a welcoming school climate significantly improve motivation and engagement. However, mainstream teachers often lack training and resources to address the unique needs of refugee students.

The article argues for intercultural pedagogy and institutional adaptation, emphasising that educators and systems—not just students—must change to foster inclusion and success. It uses Bennett’s model of intercultural sensitivity to frame how understanding and integration can be improved across the education sector.

# data[].attributes.attachment_link.title
Educating refugee-background students in Australian schools and universities

# data[].attributes.headline
Pakistani Migrants in Australia: Settlement Outcomes and Psychosocial Adjustment in a New Land- Source 7

# data[].attributes.subject
Pakistani Migrants in Australia: Settlement Outcomes and Psychosocial Adjustment in a New Land- Source 7

# data[].attributes.body
Pakistani Migrants in Australia: Settlement Outcomes and Psychosocial Adjustment in a New Land by Mohammad Iqbal (2015):

This research focuses on the settlement outcomes and psychosocial adjustment of Pakistani migrants in Melbourne, Australia, particularly those who have lived there for 10 or more years.

Pakistani migrants showed functional integration (jobs, housing, education), but many struggled with social and emotional integration.

Most first-generation migrants maintained transnational ties and focused on short-term goals rather than full cultural assimilation.

Second-generation migrants generally integrated better socially and culturally.

Over half reported strong relationships with Australians, though less so with other ethnic minorities.

Cultural barriers remained significant—language, lifestyle differences, and concerns about preserving Pakistani identity were common.

Adaptation to food and sport was mixed; many retained traditional food habits but showed enthusiasm for Australian sports.

Most migrants were Muslim, and about half practiced their religion regularly.

Strong religious identities sometimes limited integration into broader Australian society.

A majority expressed general family happiness and satisfaction, especially regarding opportunities for their children.

Children’s adaptation and success were a key motivator for migration.

Around 40% of first-generation migrants considered returning to Pakistan, mainly due to aging, loneliness, or cultural disconnect.

Second-generation migrants largely preferred staying in Australia.

Conclusion:

Integration is partial: Many migrants adjusted functionally but not fully emotionally or socially.

Migrants who remained within their ethnic communities still reported satisfaction, showing that low social integration does not necessarily imply unhappiness.

The study underscores the complexity of migration, revealing a blend of adaptation, resistance, and identity preservation.

# data[].attributes.body
Racism and Exclusion

- Stereotypical racism: racism experienced is based on being a part of the Muslim community rather than being Pakistani

- Muslim community is misrepresented in the media – focusing on terrorism

- Discriminated against based on ethnicity, skin colour and dress

Gender Roles

- Preservation of culture and traditions

- Women are considered to be the “pride of a family”

- Wear traditional hijab covering

- Pakistani women are happy to fulfill traditional gender roles to maintain traditional values

- Western society presumes Pakistani women are restricted and oppressed due to their gender specific roles and traditional dress