(iPoster) From Madrassah to Elite Schools: The Political Economy of Education in Pakistan

• In Event: Poster Session: Foundations of Political Theory 3 (Critical); Education Politics and Policy; & Political Science Education
  In Poster Session: Poster Session: Education Politics and Policy

Abstract

This study problematizes the notion that the pluralistic educational system in Pakistan fosters equality. Instead, it argues that this system not only reflects but also sustains existing class divisions, with implications for the future economic and social mobility of children. The primary goal of this study is to explore unequal access to educational opportunities in Pakistan. By examining the intersection between education and socioeconomic status, it attempts to explore the implications of key disparities in different tiers of education systems in Pakistan like between madrassahs, public schools and private schools, with an emphasis on how these institutions contribute to the maintenance of class hierarchies.
This is a primary data based case study and the most recent data has been directly gathered Qualitative methods have been used to collect data from the units of data collection (UDCs). I have used Bourdieu’s theory as a leading framework. Its application in the context of country like Pakistan is very productive. I choose the thematic analysis method to analyse the data. This process helped me to identify relevant main themes and subthemes emerging from my data, which could comprise my analysis.
There has not been an extensive investigation of the relationship between pluralistic educations with class stratification in the literature so far. This study adds to a multifaceted understanding of educational disparities in Pakistan by analyzing the intersections between socioeconomic divisions and educational access. It offers valuable theoretical and practical insights into the subject. This study provides theoretical concepts and empirical data to enhance scholars' understanding of social inequality, specifically in relation to education systems.

Author

• Ahmad Zia, University of Bordeaux, France