Covid-19 and the (Broken) Promise of Education for Sustainable Development - Anwar, Javed; Rahmat Khan, Sher; Zaman Shah, Mir; Brown, Seth; Kelly, Peter; Phillips, Scott
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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…mehr

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Produktbeschreibung
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.
Autorenporträt
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).