Sunday schools and identity formation: Perceptions and experiences of religious education leaders in Karachi, Pakistan

Authors

  • Munir Lalani Faculty, Notre Dame Institute of Education, Karachi, Central Jacob Lines Karachi, Karachi City, Sindh 74400 Pakistan

Keywords:

Religious Education, Sunday School, Socio-Religious Identity, Parental Support

Abstract

This research project attempts to explore the perceptions and experiences of Christian religious education leaders regarding the role of Sunday Schools in forming the socio-religious identity of Christian students in Karachi. Employing case study design within the qualitative paradigm of educational research, this study seeks to explore how leaders visualize their role and contribution in shaping the socio-religious identities of the children through Sunday Schools. The data was collected from the three participants through semi-structured interviews. Thematic analysis of the data facilitated an understanding of the dynamics of leadership function, including challenges, limitations, and opportunities. The findings highlight the need for modern teaching approaches and parental involvement in religious education. The study's analysis and results provide valuable insights into the complexities of religious education leadership and the importance of Sunday Schools in shaping students' socio-religious identities. This research contributes to the broader discussion on religious education and its impact on students' identity formation, highlighting the need for continued exploration and development. Additionally, this research can serve as a foundation for further studies on religious education leadership and its role in shaping students' identities.

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Published

2024-12-06

How to Cite

Lalani, M. (2024). Sunday schools and identity formation: Perceptions and experiences of religious education leaders in Karachi, Pakistan. Magister - Journal of Educational Research, 3(2), 1–20. Retrieved from http://errc.ctu.edu.ph/ojs/index.php/magister/article/view/60

Issue

Vol. 3 No. 2 (2024): July to December 2024

Section

Articles

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