Anjum Halai
Biographic Data
| ID | 6449417 |
|---|---|
| NAME | Anjum Halai |
| GIVEN NAMES | Anjum |
| FAMILY NAME | Halai |
| SIGNATURE | HALAI A |
| AFFILIATIONS | Aga Khan University |
| ORCID | 0000-0001-5304-9762 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 40 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 4 |
Dynamics of gender justice, conflict and social cohesion
This paper analyses the role of national level reforms in the school curriculum and initial teacher education in gender justice in conflict-affected Pakistan, using a multidisciplinary framework applied to multiple data sets from selected teacher education institutions in Sindh. The school curriculum texts analysed potentially perpetuate gender injustice and foster conflict. While teacher education reforms offer the potential for transformative g…
Teachers as agents of peace? Exploring teacher agency in social cohesion in Pakistan
This paper studies an under-researched area – teachers’ role in peacebuilding in conflict-affected contexts – through exploring teacher agency for social cohesion in Pakistan. Insights are sought into teachers’ perspectives on the major drivers of conflict in society and the role of education and teachers in social cohesion and mitigating inequities in education. A 4Rs framework of redistribution, recognition, representation and reconciliation wa…
Conceptualising gender equality in research on education quality
This article sets out to re‐conceptualise gender equality in education quality. Four approaches to conceptualising gender equitable education quality are identified in the literature: human capital theory with a focus on parity and sameness for all; a human rights and power perspective, within which gender equality is viewed as transforming unjust structures; postcolonial critiques, which celebrate and recognise difference; and the view of develo…
Equality or equity
Mentoring in-service teachers
Dynamics of gender justice, conflict and social cohesion
This paper analyses the role of national level reforms in the school curriculum and initial teacher education in gender justice in conflict-affected Pakistan, using a multidisciplinary framework applied to multiple data sets from selected teacher education institutions in Sindh. The school curriculum texts analysed potentially perpetuate gender injustice and foster conflict. While teacher education reforms offer the potential for transformative g…
Conceptualising gender equality in research on education quality
This article sets out to re‐conceptualise gender equality in education quality. Four approaches to conceptualising gender equitable education quality are identified in the literature: human capital theory with a focus on parity and sameness for all; a human rights and power perspective, within which gender equality is viewed as transforming unjust structures; postcolonial critiques, which celebrate and recognise difference; and the view of develo…
Teachers as agents of peace? Exploring teacher agency in social cohesion in Pakistan
This paper studies an under-researched area – teachers’ role in peacebuilding in conflict-affected contexts – through exploring teacher agency for social cohesion in Pakistan. Insights are sought into teachers’ perspectives on the major drivers of conflict in society and the role of education and teachers in social cohesion and mitigating inequities in education. A 4Rs framework of redistribution, recognition, representation and reconciliation wa…
Equality or equity
Mentoring in-service teachers
Mentoring in-service teachers
Equality or equity
Conceptualising gender equality in research on education quality
This article sets out to re‐conceptualise gender equality in education quality. Four approaches to conceptualising gender equitable education quality are identified in the literature: human capital theory with a focus on parity and sameness for all; a human rights and power perspective, within which gender equality is viewed as transforming unjust structures; postcolonial critiques, which celebrate and recognise difference; and the view of develo…
Dynamics of gender justice, conflict and social cohesion
This paper analyses the role of national level reforms in the school curriculum and initial teacher education in gender justice in conflict-affected Pakistan, using a multidisciplinary framework applied to multiple data sets from selected teacher education institutions in Sindh. The school curriculum texts analysed potentially perpetuate gender injustice and foster conflict. While teacher education reforms offer the potential for transformative g…
Teachers as agents of peace? Exploring teacher agency in social cohesion in Pakistan
This paper studies an under-researched area – teachers’ role in peacebuilding in conflict-affected contexts – through exploring teacher agency for social cohesion in Pakistan. Insights are sought into teachers’ perspectives on the major drivers of conflict in society and the role of education and teachers in social cohesion and mitigating inequities in education. A 4Rs framework of redistribution, recognition, representation and reconciliation wa…
Sociology (5 works) · Pedagogy (4 works) · Political science (4 works) · Context (archaeology (3 works) · Gender Studies (3 works) · Gender Studies (3 works) · Psychology (3 works) · Cohesion (chemistry (2 works) · Curriculum (2 works) · Global Educational Policies and Reforms (2 works)