TY - JOUR
T1 - Dynamics of gender justice, conflict and social cohesion
T2 - Analysing educational reforms in Pakistan
AU - Durrani, Naureen
AU - Halai, Anjum
N1 - Funding Information:
This publication draws on a research project that was supported by a generous grant funded by the ESRC/DFID Joint Fund for Poverty Alleviation [ES/L00559X/1], led by Prof Yusuf Sayed as PI and UNICEF, New York [G1563], with Prof Mario Novelli as Co-Director of the Research Consortium on Education and Peacebuilding. The views expressed herein do not reflect those of the ESRC, DFID, UNICEF and their partners. Because of the sensitive and qualitative nature of the data, for ethical reasons, the data sets collected in the study are not available publicly. We are thankful to our colleague, Prof Mario Novelli and two anonymous reviewers for their constructive feedback which helped us improve this paper. The contributions of Salima Karim Rajput and Dr Laila Kadiwal in data collection are appreciated. Finally, we are immensely thankful to the participating TEIs and research participants for their time and willingness to share their perspectives with us.
Publisher Copyright:
© 2018 The Authors
PY - 2018/7/1
Y1 - 2018/7/1
N2 - This paper analyses the role of national level reforms in the school curriculum and initial teacher education in gender justice in conflict-affected Pakistan, using a multidisciplinary framework applied to multiple data sets from selected teacher education institutions in Sindh. The school curriculum texts analysed potentially perpetuate gender injustice and foster conflict. While teacher education reforms offer the potential for transformative gender justice, gender remains peripheral in initial teacher education curriculum. Furthermore, institutional practices entrench gendered norms. Lecturers’ and teachers’ limited understanding of their role and capacity for transformative gender justice pose challenges to education for gender justice, social cohesion and conflict mitigation. Informed by our understanding of gender as a social construct, multiple strategies within and beyond education are offered towards transformative gender justice.
AB - This paper analyses the role of national level reforms in the school curriculum and initial teacher education in gender justice in conflict-affected Pakistan, using a multidisciplinary framework applied to multiple data sets from selected teacher education institutions in Sindh. The school curriculum texts analysed potentially perpetuate gender injustice and foster conflict. While teacher education reforms offer the potential for transformative gender justice, gender remains peripheral in initial teacher education curriculum. Furthermore, institutional practices entrench gendered norms. Lecturers’ and teachers’ limited understanding of their role and capacity for transformative gender justice pose challenges to education for gender justice, social cohesion and conflict mitigation. Informed by our understanding of gender as a social construct, multiple strategies within and beyond education are offered towards transformative gender justice.
KW - Conflict
KW - Curriculum
KW - Gender
KW - Pakistan
KW - Social cohesion
KW - Teacher education
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U2 - 10.1016/j.ijedudev.2017.11.010
DO - 10.1016/j.ijedudev.2017.11.010
M3 - Article
AN - SCOPUS:85040766064
SN - 0738-0593
VL - 61
SP - 27
EP - 39
JO - International Journal of Educational Development
JF - International Journal of Educational Development
ER -
