The Reading Praxis: A Study of Reading Practices of Pakistani Educators

Abstract

This study explores the state of reading culture in Pakistan via the role of teachers and school administration associated with children (aged 6-16 years) in the Sargodha region of Punjab, Pakistan. The main proposition is that the reading culture among students cannot be improved without strengthening the teachers' bond with reading. Semi-structured interviews were conducted with twenty-five teachers and six school principals from the schools of three different socioeconomic categories. The data was analyzed to ascertain whether the school teachers and administration were promoting reading habits, specifically pleasure reading, among young learners or not. The findings reflect that pleasure reading is disregarded by the schools in Pakistan and they only promote one narrow version of reading viz. ‘academic reading’ which ignores the social and personal benefits of reading. Moreover, such readers with no interest in autonomous reading will lead to a generation of poor readers in the country.