Educational Policies in Pakistan, Afghanistan, and Tajikistan
Contested Terrain in the Twenty-First Century
Contributions by Sultonbek Aksakolov, Spogmai Akseer, Dilshad Ashraf, Sharifullah Baig, Alan J. DeYoung, Shama Dossa, Hakim Elnazarov, Carole Faucher, Jan-e-Alam Khaki, Sarfaroz Niyozov, Hajee Parveen Roy, Mola Dad Shafa, Mir Afzal Tajik, Christopher Whitsel, Zakir Hussain Zakir Edited by Dilshad Ashraf, Mir Afzal Tajik, Sarfaroz Niyozov
Publication date:19 December 2016
Length of book:242 pages
In the mountains of the Northern Pakistan, Tajikistan and Afghanistan School and schooling are both symbolic of wider ranging cultural and political battles over morals, modernity, development, gender and the rule of law. Educational Policies in Pakistan, Afghanistan, and Tajikistan: Contested Terrain in the Twenty-First Century is about both the normative battles over the purpose of education, as well as about the structural impediments to providing instruction in those remote and challenging locations where it is attempted. The analytical frames in this collection come primarily from the social sciences and comparative education. Contributors examine education, policy, processes and structures in the broader socio-cultural, religious and economic context of three countries sharing somewhat similar colonial and post- colonial legacy and current uprising of extreme religious positions and a drive to social-cohesion.
This work is a distinctive and influential contribution to understanding education—in all its complexity—in Pakistan, Afghanistan and Tajikistan. With a focus on implications for educational and social policy, fundamental questions and issues about access to and purposes of education are raised and discussed. Appropriately, these are framed within broader, sometimes contested and conflicting, political contexts. A major strength of the book is that most of the writers have themselves progressed through the systems being described, and their contributions are grounded in realities. This work takes knowledge of education practices in the region to a new level and provides a baseline of understandings from which policy makers, future researchers and others can build.