Durrani, Naureen and Halai, Anjum (2017) Dynamics of gender justice, conflict and social cohesion: analysing educational reforms in Pakistan. International Journal of Educational Development, 61. pp. 27-39. ISSN 0738-0593

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Abstract

This paper analyses the role of national level reforms in 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 socially constructed, multiple strategies within and beyond education are offered towards transformative gender justice.

Item Type:	Article
Schools and Departments:	School of Education and Social Work > Education
Subjects:	L Education
Depositing User:	Deeptima Massey
Date Deposited:	27 Nov 2017 10:14
Last Modified:	12 Dec 2017 12:53
URI:	http://srodev.sussex.ac.uk/id/eprint/71606

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