Sadia Shad
Biographic Data
| ID | 6731171 |
|---|---|
| NAME | Sadia Shad |
| GIVEN NAMES | Sadia |
| FAMILY NAME | Shad |
| SIGNATURE | SHAD S |
| AFFILIATIONS | University of British Columbia |
| ORCID | 0009-0001-5515-4651 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Inequalities of English and multilingual education
This article offers a critical comparative analysis of language-in-education policies and practices in two postcolonial countries (Ghana and Pakistan) and one non-colonial context (Nepal), examining how these policies sustain or challenge social (in)justice. Drawing on a comparative education policy framework and Nancy Fraser’s multidimensional model of social justice – encompassing redistribution, recognition, and representation – we analyse mul…
Erasure of history, colonialism, and its effects
This paper reflects on history education in two postcolonial countries, Pakistan and Ghana, prompted by recent discussions about residential schools in Canada and The 1619 Project in the U.S. Drawing on decolonial theory and Sankofa, we conduct a critical discourse analysis of the history curricula in both countries to examine how colonialism and its consequences are addressed. We focus on what the curriculum says about colonialism/the colonial p…
A framework for critical transnational research
No prominent works on this page.
A framework for critical transnational research
Erasure of history, colonialism, and its effects
This paper reflects on history education in two postcolonial countries, Pakistan and Ghana, prompted by recent discussions about residential schools in Canada and The 1619 Project in the U.S. Drawing on decolonial theory and Sankofa, we conduct a critical discourse analysis of the history curricula in both countries to examine how colonialism and its consequences are addressed. We focus on what the curriculum says about colonialism/the colonial p…
Inequalities of English and multilingual education
This article offers a critical comparative analysis of language-in-education policies and practices in two postcolonial countries (Ghana and Pakistan) and one non-colonial context (Nepal), examining how these policies sustain or challenge social (in)justice. Drawing on a comparative education policy framework and Nancy Fraser’s multidimensional model of social justice – encompassing redistribution, recognition, and representation – we analyse mul…
Critical discourse analysis (2 works) · Ideology (2 works) · Multilingualism (2 works) · Pedagogy (2 works) · Sociology (2 works) · Colonialism (1 work) · Computer Science (1 work) · Critical Race Theory in Education (1 work) · Curriculum (1 work) · Curriculum studies (1 work)