Understanding the relevance of Maulana Bhashani’s pedagogical philosophy in fostering social cohesion within contemporary educational landscape of Bangladesh

Abstract

This thesis explores the understudied pedagogical philosophy of Maulana Bhashani, a prominent revolutionary leader in Bangladeshi history, shedding light on his unique vision for education and its relevance in reforming Bangladesh's existing educational framework. Rooted in Islamic tenets and advocating for multi-religious education, Bhashani's philosophy emerges as a potential solution to the challenges faced by the Bangladeshi education system. The study delves into Bhashani's pedagogical conceptions and legacy, emphasizing their foresightedness in mobilizing religious ethical passions for social justice, equity, and democracy. Utilizing primary sources, including Bhashani's writings, 1974 questionnaires from the Islamic University School, and an in-depth interview with Syed Ifranul Bari, alongside secondary data, such as a content analysis of the current textbooks of the National Curriculum and Textbook Board (NCTB), the study employs content analysis, in-depth interviews, and comparative analyses. The findings expose a disparity between Bangladesh's constitutional commitment to secularism and the textbooks’ emphasis on Bengali and Muslim majoritarian ethos, revealing a potential source of social tension. The study underscores the immediate need for an inclusive strategy to reform the educational framework in alignment with Global Citizenship Education (GCED) principles. Inspired by Bhashani's pedagogy, the conclusion advocates for a culturally relevant GCED policy tailored to Bangladesh's context, focusing on holistic student development to promote social cohesion and nurture ethical and globally engaged citizens