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

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  • Durrani, Naureen
  • Halai, Anjum

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.

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  • Durrani, Naureen & Halai, Anjum, 2018. "Dynamics of gender justice, conflict and social cohesion: Analysing educational reforms in Pakistan," International Journal of Educational Development, Elsevier, vol. 61(C), pages 27-39.
    • Handle: RePEc:eee:injoed:v:61:y:2018:i:c:p:27-39
    DOI: 10.1016/j.ijedudev.2017.11.010
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    References listed on IDEAS

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    1. Monazza Aslam & Geeta Gandhi Kingdon, 2008. "Gender and household education expenditure in Pakistan," Applied Economics, Taylor & Francis Journals, vol. 40(20), pages 2573-2591.
    2. Diana Saltarelli & Kenneth D. Bush, 2000. "The Two Faces of Education in Ethnic Conflict: Towards a peacebuilding education for children," Papers innins00/7, Innocenti Insights.
    3. Khurshid, Ayesha, 2016. "Domesticated gender (in) equality: Women’s education & gender relations among rural communities in Pakistan," International Journal of Educational Development, Elsevier, vol. 51(C), pages 43-50.
    4. Umar, Maida & Asghar, Zahid, 2017. "Analysis of Gender Parity for Pakistan: Ensuring Inclusive and Equitable Quality Education," MPRA Paper 80482, University Library of Munich, Germany.
    5. Lynn Davies, 2010. "The Different Faces of Education in Conflict," Development, Palgrave Macmillan;Society for International Deveopment, vol. 53(4), pages 491-497, December.
    6. Fraser, Nancy, 1998. "Social justice in the age of identity politics: Redistribution, recognition, participation," Discussion Papers, Research Unit: Organization and Employment FS I 98-108, WZB Berlin Social Science Center.
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    Cited by:

    1. Preeta Hinduja & Razia Fakir Mohammad & Sohni Siddiqui & Shahnaz Noor & Altaf Hussain, 2023. "Sustainability in Higher Education Institutions in Pakistan: A Systematic Review of Progress and Challenges," Sustainability, MDPI, vol. 15(4), pages 1-19, February.
    2. Zumrad Kataeva & Naureen Durrani & Zhanna Izekenova & Aray Rakhimzhanova, 2023. "Evolution of gender research in the social sciences in post-Soviet countries: a bibliometric analysis," Scientometrics, Springer;Akadémiai Kiadó, vol. 128(3), pages 1639-1666, March.
    3. Durrani, Naureen & CohenMiller, Anna & Kataeva, Zumrad & Bekzhanova, Zhazira & Seitkhadyrova, Assem & Badanova, Aisulu, 2022. "‘The fearful khan and the delightful beauties’: The construction of gender in secondary school textbooks in Kazakhstan," International Journal of Educational Development, Elsevier, vol. 88(C).

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