Abstract:

The study has examined “the role of ICT intensive learning content in the critical literacy development of primary level marginalized children, to promote peace and social cohesion in a multicultural environment and to emancipate them from limiting stereotypical beliefs”. The study was intended to utilize the Freirean critical literacy methodology for the development of ICT intensive learning content and to engage children in Critical discourses. Learning content was based on Urdu digital stories, which has helped students to analyze their own experiences related to the world. Introduction of critical discourse are quite helpful for challenging, analyzing and recreating the cultural and social realities of marginalized children. Aimed to promote the culture of reflection and action, the reflective practices could be helpful to create a society of literate and peaceful citizens.

This qualitative action research was aimed to gather and analyze data through utilization of different qualitative tools, both for student prior perception of their social reality and change experienced after introduction of intervention for the duration of whole month in a school located in a rural area of Pakistan. The weakness and strength of the research study has also been discussed for future consideration. Similar critical discourses could be introduced to help student question their own reality and recreate it to be more conducive for inclusive and peaceful learning environments and society especially in peace conflict areas and country like Pakistan, where internal religious and cultural conflicts has distorted the peace situation.

Keywords:

Critical Discourses, Social Inclusion, Peace, ICT learning Content, Digital Urdu Stories.