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, governments and NGOs in postcolonial Pakistan. Drawing on the extensive knowledge and experience that the authors bring to these challenges this case study of the broken promise of education for sustainable development will have significant impact in post COVID-19 Pakistan, South Asia more broadly, and in other postcolonial development contexts around the world.
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 Peoples 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 Pandemics Amplification of the Limits and Possibilities of
Classroom-based Schooling in Postcolonial Pakistan
5 Education and Technology: Policy Responses to ICT and Pedagogy in
Pakistans 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 Javeds Conclusions
5 Mirs Conclusions
6 Shers Conclusions
7 Seths Conclusions
8 Peters Conclusions
9 Scotts Conclusions
References
Index
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 Peoples 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 Peoples Engagement in the Middle Years of School (with S. Brown & P. Kelly, Palgrave, 2020).
