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

, Centre for International Education, United Kingdom ; , Institute for educational Development, Pakistan

International Journal of Educational Development Volume 61, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

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.

Citation

Durrani, N. & Halai, A. (2018). Dynamics of gender justice, conflict and social cohesion: Analysing educational reforms in Pakistan. International Journal of Educational Development, 61(1), 27-39. Elsevier Ltd. Retrieved October 21, 2019 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2017.11.010

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