The negotiations of Pakistani mothers’ agency with structure

Towards a research practice of hearing ‘ silences’ as a strategy

Dados Bibliográficos

ID12232175
AutoresAliya Khalid (0000-0001-6228-5847, University of Cambridge, autor correspondente)
Ano2022
Volume34
Fascículo6
Páginas659-673
Data de publicação2022-01-19
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoGender and Education (JOURNAL)
Identificadores do periódicoISSN: 0954-0253 • E-ISSN: 1360-0516
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/09540253.2022.2027888
OpenAlexW4205920223
IdiomaEN
Citações recebidas7
Referências citadas34

Research shows that in Pakistan, daughters of educated mothers are likely to be enrolled in school, thus proposing a decontextualised relationship between mothers and their daughters’ education. This article draws on interview data to narratively analyse the situated experiences of Pakistani mothers for supporting their daughters’ education. When mothers’ life stories are analysed, a lifelong strategy of silences is revealed. Through the construct of silences, I challenge myself and other educational researchers to ‘unlearn’ the hegemonic epistemic cues that bind us to certain ways of knowing instead develop a critical openness to the perspectives of mothers and become ‘hearers’. This article situates itself within the debates on epistemic justice – proposing a practice of critical ‘hearing’ to understand the lifelong situated experiences of mothers in Pakistan

Agency (philosophy · Construct (python library · Hegemony · Identity (music · Negotiation · Openness to experience · Pedagogy · Political science · Politics · Situated · Social science · Sociology · Gender Studies · Global Educational Policies and Reforms · Poverty, Education, and Child Welfare · Psychology · Religious Education and Schools · Social Psychology