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COVID-19 and the (Broken) Promise of Education for Sustainable Development
A Case Study from Postcolonial Pakistan
Series: - Global Education in the 21st Century, Volume: 7
The book charts the emergence of the COVID-19 pandemic, and the impact that it has had on the lives of young people and their communities, education systems, the teaching profession, and the responses by governments, NGOs, and donor organisations in Pakistan. Drawing on theories of postcolonialism, feminism, and neoliberal globalisation, the authors explore the development of Pakistan as a postcolonial nation-state, and examine the legacies of colonialism in education systems and policies, teacher education and development. The Pakistani authors bring extensive knowledge and experience to this case study of the ‘broken promise’ of education for sustainable development. This mix of theoretical insight and practical experience promises to produce significant policy and development impact in post-COVID-19 Pakistan, South Asia more broadly, and in other postcolonial development contexts around the world as it develops a critique of the UN SDGs as a global and more local framework for development.
UPCOMING: Webinar / Launch 10th of May:COVID-19 and the (broken) promise of education for sustainable development: A case study from postcolonial Pakistan.
UPCOMING: Webinar / Launch 10th of May:COVID-19 and the (broken) promise of education for sustainable development: A case study from postcolonial Pakistan.
Javed Anwar, Ph.D., is a public servant in Pakistan, whose research focuses on girls’ education in rural Balochistan-Pakistan, whose recent publications include an article published in British Journal of Sociology of Education.
Sher Rahmat Khan, Ph.D., is an early career researcher, whose research interests include postcolonial critique of the cultural politics of Pakistani education curriculum, education and challenges for pluralism and inclusion, the promise and limitations of the SDGs and sustainable peace and development.
Mir Zaman Shah, Ph.D., is an early career researcher, whose research interests include educational leadership, teacher education, postcolonial theory, gender and development and Sustainable Development Goals (SDGs).
Seth Brown, Ph.D., is Lecturer in the School of Education and Head of UNEVOC@RMIT University, whose recent publications include Belonging, Identity, Time and Young People’s Engagement in the Middle Years of School (with P. Kelly & S. Phillips, Palgrave, 2020).
Peter Kelly, Ph.D., is Professor of Education in the School of Education, and the Centre for Research for Educational Impact (REDI), whose research focuses on young people, their education, training and employment pathways, and their health and well-being, at a time of profound planetary crises that have been identified as the convergence of the 6th Mass Extinction and the 4th Industrial Revolution.
Scott Phillips, D.Phil., is Honorary Associate Professor, RMIT University and Director, Kershaw Phillips Consulting. Publications include Belonging, Identity, Time and Young People’s Engagement in the Middle Years of School (with S. Brown & P. Kelly, Palgrave, 2020).
Sher Rahmat Khan, Ph.D., is an early career researcher, whose research interests include postcolonial critique of the cultural politics of Pakistani education curriculum, education and challenges for pluralism and inclusion, the promise and limitations of the SDGs and sustainable peace and development.
Mir Zaman Shah, Ph.D., is an early career researcher, whose research interests include educational leadership, teacher education, postcolonial theory, gender and development and Sustainable Development Goals (SDGs).
Seth Brown, Ph.D., is Lecturer in the School of Education and Head of UNEVOC@RMIT University, whose recent publications include Belonging, Identity, Time and Young People’s Engagement in the Middle Years of School (with P. Kelly & S. Phillips, Palgrave, 2020).
Peter Kelly, Ph.D., is Professor of Education in the School of Education, and the Centre for Research for Educational Impact (REDI), whose research focuses on young people, their education, training and employment pathways, and their health and well-being, at a time of profound planetary crises that have been identified as the convergence of the 6th Mass Extinction and the 4th Industrial Revolution.
Scott Phillips, D.Phil., is Honorary Associate Professor, RMIT University and Director, Kershaw Phillips Consulting. Publications include Belonging, Identity, Time and Young People’s Engagement in the Middle Years of School (with S. Brown & P. Kelly, Palgrave, 2020).
Acknowledgments
Introduction: Education, Teacher Education and Sustainable Development in COVID ‘Normal’ Pakistan
1 Postcolonial Pakistan: A History of Development Challenges and Crises
2 COVID-19 and Public Health, Education, Development and Policy Responses in Pakistan
3 Post COVID Recovery Scenarios for Pakistan: Education, Teacher Education and the UN SDGs
4 Structure of the Book
1 Waadey
1 Introduction: Young People, Education and Skills in Post-COVID Pakistan
2 Disparities, Inclusion and Quality of Learning in Pakistan
3 COVID-19, the Digital Divide, and the Promise of Technology in a Post-Pandemic Education Recovery
4 Disparities in Young People’s Education and Skills, and the Challenges for Development for All
5 Discussion: Widening Disparities and the Politics of Education Policy
2 Hazaar Jaama
1 Introduction: Curriculum, Pedagogy and Technology
2 Education Systems, Curriculum, Social Division and Other Fragments
3 Public Schools
4 The Pandemic’s Amplification of the Limits and Possibilities of Classroom-based Schooling in Postcolonial Pakistan
5 Education and Technology: Policy Responses to ICT and Pedagogy in Pakistan’s Schools
6 Discussion: Education, ICT and Neocolonialism
3 Tazabzub
1 Introduction: Teacher Education and Professionalism in 21st Century Pakistan
2 Teacher Professionalism, Status and Shortages in Pakistan
3 Teacher Education and Professional Development
4 Donor Agencies and Teacher Education and Professional Development
5 Discussion: The UN SDG s, Neoliberal Globalisation and more Appropriate Models for Teacher Education
4 Taaluqat
1 Introduction: Teacher Leadership and School Governance in Postcolonial Pakistan
2 Educational Leadership, Hierarchical Structures and Policy Processes
3 Teachers’ Reimagining Their Roles in Policy and Practice: Building Resilient Education Systems
4 School Leadership and Governance: Coping with and Moving beyond the Pandemic
5 Discussion: Codesigning Decentralised and Responsible Governance and Leadership Strategies
5 Sarguzasht
1 Introduction: COVID-19, and Lessons from the (Broken) Promise of Education for Sustainable Development in Postcolonial Nation States
2 The Problem of the ‘Personal’
3 Conclusions
4 Javed’s Conclusions
5 Mir’s Conclusions
6 Sher’s Conclusions
7 Seth’s Conclusions
8 Peter’s Conclusions
9 Scott’s Conclusions
References
Index
Introduction: Education, Teacher Education and Sustainable Development in COVID ‘Normal’ Pakistan
1 Postcolonial Pakistan: A History of Development Challenges and Crises
2 COVID-19 and Public Health, Education, Development and Policy Responses in Pakistan
3 Post COVID Recovery Scenarios for Pakistan: Education, Teacher Education and the UN SDGs
4 Structure of the Book
1 Waadey
1 Introduction: Young People, Education and Skills in Post-COVID Pakistan
2 Disparities, Inclusion and Quality of Learning in Pakistan
3 COVID-19, the Digital Divide, and the Promise of Technology in a Post-Pandemic Education Recovery
4 Disparities in Young People’s Education and Skills, and the Challenges for Development for All
5 Discussion: Widening Disparities and the Politics of Education Policy
2 Hazaar Jaama
1 Introduction: Curriculum, Pedagogy and Technology
2 Education Systems, Curriculum, Social Division and Other Fragments
3 Public Schools
4 The Pandemic’s Amplification of the Limits and Possibilities of Classroom-based Schooling in Postcolonial Pakistan
5 Education and Technology: Policy Responses to ICT and Pedagogy in Pakistan’s Schools
6 Discussion: Education, ICT and Neocolonialism
3 Tazabzub
1 Introduction: Teacher Education and Professionalism in 21st Century Pakistan
2 Teacher Professionalism, Status and Shortages in Pakistan
3 Teacher Education and Professional Development
4 Donor Agencies and Teacher Education and Professional Development
5 Discussion: The UN SDG s, Neoliberal Globalisation and more Appropriate Models for Teacher Education
4 Taaluqat
1 Introduction: Teacher Leadership and School Governance in Postcolonial Pakistan
2 Educational Leadership, Hierarchical Structures and Policy Processes
3 Teachers’ Reimagining Their Roles in Policy and Practice: Building Resilient Education Systems
4 School Leadership and Governance: Coping with and Moving beyond the Pandemic
5 Discussion: Codesigning Decentralised and Responsible Governance and Leadership Strategies
5 Sarguzasht
1 Introduction: COVID-19, and Lessons from the (Broken) Promise of Education for Sustainable Development in Postcolonial Nation States
2 The Problem of the ‘Personal’
3 Conclusions
4 Javed’s Conclusions
5 Mir’s Conclusions
6 Sher’s Conclusions
7 Seth’s Conclusions
8 Peter’s Conclusions
9 Scott’s Conclusions
References
Index
Graduate students, academics and teacher education researchers in public universities; public universities, private sector education providers such as Aga Khan Education Service, Pakistan (AKESP), teacher training institutes such as Aga Khan University- Institute of Educational Development (AKU-IED), Provincial Institutes of Teacher Education and Bureau of Curriculum, Government Teachers’ Associations; private schools associations; representative organisations of Religious schools such as Wafaq-ul-Madaris, Federal and Provincial Government Ministries, the UN agencies and other NGOs working on education in Pakistan and other postcolonial states.