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Dynamics of gender justice, conflict and social cohesion: analysing educational reforms in Pakistan
Version 2 2023-06-12, 08:46
Version 1 2023-06-09, 09:03
journal contribution
posted on 2023-06-12, 08:46 authored by Naureen Durrani, Anjum HalaiThis 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.
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- Published
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- Published version
Journal
International Journal of Educational DevelopmentISSN
0738-0593Publisher
ElsevierExternal DOI
Volume
61Page range
27-39Department affiliated with
- Education Publications
Full text available
- Yes
Peer reviewed?
- Yes
Legacy Posted Date
2017-11-27First Open Access (FOA) Date
2019-06-07First Compliant Deposit (FCD) Date
2017-11-27Usage metrics
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