Dr Sumaira  Noreen

Dr Sumaira Noreen

Visiting Research Fellow

Department of International History

English, Pashtu, Urdu
Key Expertise
South Asian History; History of Education Policy

About me

Sumaira Noreen completed her PhD in History at Royal Holloway, University of London in October 2014. Her doctoral thesis examined the British educational policies shaping the secondary curriculum organisation and discussed whether departures from the colonial patterns of established knowledge could be made in the post-independence context of Pakistan.

Sumaira’s current project at LSE takes further the debate about secondary curriculum dynamics in Pakistan. When put in the historiographical context, debates about Pakistan’s secondary curriculum policy have broadly revolved around three claims; religious ideology, citizenship dynamics, and focus on vocational and scientific education. Deriving evidence from primary and secondary sources such as policy documents, official reports and correspondences, conferences, speeches, and newspaper articles, etc., the project aims at providing in-depth analysis of Pakistan’s secondary curriculum policy developments during the early decades of Pakistan’s existence.

Before joining the LSE in 2022 as a Postdoctoral Fellow, she served as faculty in Lahore College for Women University, Lahore. Sumaira has supervised research in key areas of history of education policy, curriculum organisation, textbooks’ content analyses, and contemporary areas of curriculum evaluation, narrative writing skills, leadership in learning organisations, second language acquisition, inclusive education, global citizenship education, and other SDG priority areas. The supervised researches involve a breadth of research methods; including, historical description and interpretation, experimental design, model application, content analysis, and action research.

Expertise Details

South Asian History; History of Education Policy; Colonial and post-colonial Curriculum; Socio-cultural heritage; Narrative writing of specially-abled children


  • ‘Shared Knowledge Traditions and the Emergent Muslim Identities in British India in Francis Robinsons’ Writings’, Oeconomia Copernicana, Volume 13, Issue 1, 2022, 745-757.

  •  ‘The Expectations and Experiences of Research Supervisors Concerning the Intellectual Capacity of their Supervisees’, Webology, Vol. 18, Issue 6, 2021, 7657-7667.

  •  ‘Evaluating the Assessment Process of English Language Program at Higher Secondary Level: How far practice embodies prescribed?’ Pakistan Journal of Social Issues, Vol. 12, 2021, 147-158.

  •  ‘A Constructive Approach to Develop an E-Leadership Model for 21st Century Universities’, Indian Journal of Economics and Business, Vol. 20, Issue 4, 2021, 83-91.

  •  ‘Trends in Understanding Curriculum: A post-1980s Analysis’, Research Journal of Social Sciences and Economics Review, Vol. 2, Issue 3, 2021, 152-157.

  •  ‘Effect of Narrow Listening Strategies on the Second Language Learners of Grade 5 in Private Schools of Pakistan’, Research Journal of Social Sciences and Economics Review, Vol. 2, Issue 3, 2021, 143-151.

  •  ‘English Textbooks and Presentation of Colonial Legacy: A Content Analysis of Punjab Government’s English Textbooks for Secondary Schools 1957-1962’, Journal of Educational Research & Social Science Review (JERSSR), Vol. 1, Issue 2, 2021, 7-14.

  •  ‘Secondary Education in Bengal during the Dyarchy’, Elementary Education Online, Vol. 20, Issue 5, 2021, 3346-3354.

  •  ‘Global Citizenship Education and Gender Equality in English and Islamiat Textbooks by Punjab Board’, Journal of Educational Research & Social Science Review (JERSSR), Vol. 1, Issue 2, 2021, 1-6.

  •  ‘A Qualitative Exploration of Teachers’ Perceptions about the Theory and Practice of English Language Program at Higher Secondary Level’, Academic Journal of Social Sciences, Vol. 5 Issue 2, 2021, 178-192.

  •  ‘Exploring the Mediating Role of Psychological Capital for Correlation of Leadership Intellectual Stimulation and Organizational Commitment’, Linguistica Antverpiensia, Vol. 2021, Issue 1, 2530 – 2544.

  •  ‘Influence of Emotional Intelligence on Emotional Dissonance and Innovative Work Behavior’, Humanities & Social Sciences Reviews, Vol. 9, Issue 3, 2021, 451-458.

  • ‘Preventing Violent Extremism through Augmenting Community Resilience and Empowering Community Members in Swat’, International Journal of Innovation, Creativity and Change, Vol. 15, Issue 6, 2021, 2201-1315.

  •  ‘Grow More Food Drive and Secondary Curriculum Developments in Colonial Punjab during Second World War’, Research Journal of Social Sciences & Economics Review, Vol. 1, Issue 4, 2020, 301-306.

  •  ‘Textbooks & Nationhood: A Content Analysis of Punjab Secondary Curriculum English Textbooks during Early Ayub Khan Era in Pakistan’, Journal of Arts and Social Sciences, Vol. 7, Issue 2, 2020, 269-278.

  •  ‘Schools as Learning Organizations: Impact of Age & Experience of Preschool Teachers understanding about Disciplines of Learning Organization in Peter Senge’s Model’, Journal for Educators, Teachers and Trainers, Vol. 12, Issue 1, 2021, 37-47.

  •  ‘Enhancing Narrative Writing Ability of a CI Learner with the Help of Picture Stories and Mindmaps’, Academic Journal of Social Sciences, Vol. 4 Issue 4, 2020, 940-958.

  •  ‘Evaluation of English Curriculum Reform for Undergraduates by Using the CIPP Model’, Academic Journal of Social Sciences, Vol. 4 Issue 4, 2020, 1059-1076.

  •  ‘Issues Faced by the Cochlear Implanted Students in the Mainstream Classes: An Analysis of Perspectival Accounts of Primary School Teachers’, Research Journal of Social Sciences & Economics Review, Vol. 1, Issue 4, 2020, 257-264.

  •  ‘Global Citizenship Education and Gender Depiction in Textbooks: The Case of Punjab Textbook Board’s Pakistan Studies and Urdu Textbooks’, Research Journal of Social Sciences & Economics Review, Vol. 1, Issue 3, 2020, 72-79.

  •  ‘Evaluating the Importance of Extensive Reading in Second Language Acquisition on the students of Grade 5 in Private Schools of Pakistan’, Kashmir Journal of Language Research Vol. 23, Issue 1, 2020, 249-268.

  • ‘Factors of Listening Anxiety among the Second Language Learners of Grade 5 in Pakistan’, International Journal of Psychosocial Rehabilitation, Vol. 24, Issue 08, 2020, 15172-15188.

  • ‘Using Picture Stories and Mind Maps to Improve Narrative Ability of a Ci Student’, Sir Syed Journal of Education & Social Research (SJESR), Volume-III, Issue-I, January-March, 2020, 106-116.

  • ‘Investigating the Effect of Picture Stories and Mind Maps on Narrative Writing Abilities of Cochlear Implanted Students’, International Journal of Psychosocial Rehabilitation, Vol. 24, Issue 04, 2020, 7773-7791.

  •  ‘Student-Teacher Relationship: an Analysis of the Perception of Sixth Grade Students in the Elementary Private and Public School’, Journal of Arts and Social Sciences, Vol. 5, 2018, 31-49.

Honours and awards

  • Awardee British Council-LCWU Project 2021-2022 (Pakistan/UK Season 2022)

  •  Awardee ORSAS, Friendly Hand Research Bursary & Thomas Holloway studentship for PhD studies, University of London, UK

  •  Lifetime Fellow Cambridge Commonwealth Society, UK

  •  Awardee British Council’s Chevening Scholarship, Cambridge Commonwealth Scholarship and Viqar un Nisa Noon Foundation’s scholarship for master studies, University of Cambridge, UK

  • Alumna International Academy for Leadership, Germany

  • Alumna Friedrich Naumann Foundation for Freedom (FNF), Germany