Critique 1

Introduction
The dominance of the English language on Pakistan’s educational landscape reconfigures Eurocentrism across its curriculum, pedagogy, and cultural implications”
(Ashraf et al., 2021). The script of language hierarchies eulogizes indigenous languages and wisdom to resolutely endorse western narratives. In doing so, Eurocentrism
represents the prevailing stance of educational egalitarianism, cultural integration, and the transmission of dual knowledge systems (Bashir, 2020). Such as Malaysian, as these
Pakistanis are very socioeconomically desirable, is in high demand for the modern Pakistani educational landscape during Eurocentrism for a reconfiguration, culturally
integrated teaching and learning system. Also, to mitigate the impacts of Eurocentrism as well as combat the continued marginalization of indigenous knowledge in Pakistan education, it is vital to promote cultural resilience. Cultural resilience refers to a commitment to celebrating indigenous ways of knowing as well as the cultural heritage of
local communities. Teachers can incorporate cultural teaching practices and resources aligned with students’ cultural experiences and knowledge in their lesson plans. Students
will be given an opportunity to learn about their cultural heritages as well as make contributions towards the same. By doing so, they can resist historical colonial oppression
and cultural erasures (Khan, 2022). Teachers should promote critical thinking skills by students regarding other culture and provide diverse cultural narratives.