Dynamics of gender justice, conflict and social cohesion: Analysing educational reforms in Pakistan

Naureen Durrani; Anjum Halai

doi:10.1016/j.ijedudev.2017.11.010

Dynamics of gender justice, conflict and social cohesion: Analysing educational reforms in Pakistan

Naureen Durrani
, Anjum Halai

Centre for International Education
University of Sussex
Aga Khan University

Research output: Contribution to journal › Article › peer-review

34 Citations (Scopus)

Abstract

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.

Original language	English
Pages (from-to)	27-39
Number of pages	13
Journal	International Journal of Educational Development
Volume	61
DOIs	https://doi.org/10.1016/j.ijedudev.2017.11.010
Publication status	Published - Jul 1 2018
Externally published	Yes

Funding

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.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 5 Gender Equality
SDG 16 Peace, Justice and Strong Institutions

Keywords

Conflict
Curriculum
Gender
Pakistan
Social cohesion
Teacher education

ASJC Scopus subject areas

Education
Development
Sociology and Political Science

Access to Document

10.1016/j.ijedudev.2017.11.010

Cite this

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title = "Dynamics of gender justice, conflict and social cohesion: Analysing educational reforms in Pakistan",

abstract = "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{\textquoteright} and teachers{\textquoteright} 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.",

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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.

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Dynamics of gender justice, conflict and social cohesion: Analysing educational reforms in Pakistan

Abstract

Funding

UN SDGs

Keywords

ASJC Scopus subject areas

Access to Document

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