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Education, the state and subject: C...

McGill University (Canada).

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Education, the state and subject: Constitution of gendered subjectivities in/through school curricula in Pakistan. A post-structuralist analysis of social studies and Urdu textbooks for grades I--VIII.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Education, the state and subject: Constitution of gendered subjectivities in/through school curricula in Pakistan. A post-structuralist analysis of social studies and Urdu textbooks for grades I--VIII./
作者:	Naseem, Muhammad Ayaz.
面頁冊數:	371 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3262.
Contained By:	Dissertation Abstracts International66-09A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR06331
ISBN:	9780494063316

Education, the state and subject: Constitution of gendered subjectivities in/through school curricula in Pakistan. A post-structuralist analysis of social studies and Urdu textbooks for grades I--VIII.
Naseem, Muhammad Ayaz.

Education, the state and subject: Constitution of gendered subjectivities in/through school curricula in Pakistan. A post-structuralist analysis of social studies and Urdu textbooks for grades I--VIII. - 371 p.

Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3262.

Thesis (Ph.D.)--McGill University (Canada), 2004.

In this study I challenge the uncritical use of the long held dictum of the development discourse that education empowers women. From a post-structuralist feminist position I show that in its current state the educational discourse in Pakistan actually disempowers women. This discourse constitutes gendered identities and positions them in a way that exacerbates and intensifies inequalities between men and women. Gendered constitution and positioning of subjects also regulates the relationship between the subjects and the state in such a way that women and minorities are excluded from the citizenship realm.

ISBN: 9780494063316Subjects--Topical Terms:

1018115
Education, Language and Literature.

Education, the state and subject: Constitution of gendered subjectivities in/through school curricula in Pakistan. A post-structuralist analysis of social studies and Urdu textbooks for grades I--VIII.
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520 $a In this study I challenge the uncritical use of the long held dictum of the development discourse that education empowers women. From a post-structuralist feminist position I show that in its current state the educational discourse in Pakistan actually disempowers women. This discourse constitutes gendered identities and positions them in a way that exacerbates and intensifies inequalities between men and women. Gendered constitution and positioning of subjects also regulates the relationship between the subjects and the state in such a way that women and minorities are excluded from the citizenship realm.
520 $a Educational discourse in Pakistan is the premier site where meanings of signs such as woman, man, mother, father, patriot, nationalist, etc., are gendered and fixed. It also provides the techniques of discipline and surveillance for naturalization of meaning and normalization of subjects. Urdu and social studies curricula and textbooks for classes 1-8 and 3-8 respectively constitute subjects and subjectivities and relations among them by means such as inclusion and exclusion from the text, hierarchization of the meanings ascribed to the subjects, normalization of the ascribed meanings (so that subjects stop questioning the meaning fixation), totalization (where all theoretical and explanatory differences are obfuscated), and classification of subjects in terms of binary opposites where one is superior to the other.
520 $a As a result of such gendered subjectivity constitution and subject positioning, women in Pakistan have been subjected to the worst kind of social, political, economic and juridical discrimination. However, Pakistani women have refused to be passive victims. They have used their agency to put up a spirited resistance against the unequal citizenship status and rights resulting from the gendered subjectivity constitution and subject positioning. In order to make education more meaningful and empowering for the women of Pakistan it is imperative that both women's groups as well as the educational policy makers understand the working and dynamics of the educational discourse in conjunction with the judicial and economic discourses and those of the state and the media. It is only from within the discourses that a change can be brought about.
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