Lexington Books
Pages: 242
•
Trim: 6 x 9
978-1-4985-0533-8 • Hardback • December 2016 • $105.00 • (£81.00)
978-1-4985-0534-5 • eBook • December 2016 • $99.50 • (£77.00)
Dilshad Ashraf is associate professor at the Aga Khan University.
Sarfaroz Niyozov is director of Aga Khan University’s Institute for Educational Development.
Mir Afzal Tajik is associate professor and associate director at Aga Khan University’s Institute for Educational Development.
Contents
Introduction
Dilshad Ashraf and Alan J. DeYoung
Chapter 1: Missing pieces: The case of girls’ education in Tajikistan
Christopher Whitsel
Chapter 2: The militarization of Afghan women’s learning in ‘post-conflict’ Afghanistan
Spogmai Akseer
Chapter 3: Girls education in Afghanistan: What works and why
Shama Dossa & Parveen Roy
Chapter 4: Islamic Education in post-Soviet Tajikistan: A field of contestations
Sarfaroz Niyozov, Hakim Elnazarov, and Sultonbek Aksakolov
Chapter 5: Religion and state in Pakistani education with special focus on mountainous regions
Jan-e-Alam Khaki
Chapter 6: Creating social cohesion through schooling in Pakistan’s Swat Valley: One UNICEF approach
Parveen Roy and Alan DeYoung
Chapter 7: Building communities by building schools in the rural mountainous regions of Pakistan
Mir Afzal Tajik
Chapter 8: Narratives of Schooling during the Tajik Civil War (1992-97)
Carole Faucher
Chapter 9: Schooling and the Problem of Indigenous Cultural Identity in Baltistan
Zakir Hussain
Conclusion: Transforming Contested Education Terrains into Opportunities for Hope and Peace
Sarfaroz Niyozov & Jan-e-Alam Khaki
About the Contributors
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.
— Robert Baker, Former Provost, the Aga Khan University
Without romanticizing the realities of local communities in conflicting geo-political situations, this book engages in an insightful discussion around unique educational experiences in the mountainous regions of Pakistan, Tajikistan and Afghanistan. This is one of the best ethnographic books on education; it is well-written and filled with qualified and diverse scholars who hail from this region or who have spent long periods of time in this part of the world. The contributors’ powerful portrayals and narrations in this book indeed provide optimism and aspirations for empowering girls, women and the underprivileged through education.
— Duishonkul Shamatov, Nazarbayev University