Papers by LAILA KADIWAL
Journal on Education in Emergencies
In Forging the Ideal Educated Girl: The Production of Desirable Subjects in Muslim South Asia, Sh... more In Forging the Ideal Educated Girl: The Production of Desirable Subjects in Muslim South Asia, Shenila Khoja-Moolji offers a detailed historical account of the multiple, shifting articulations of the figure of the educated Muslim girl in South Asia from the nineteenth century to the present day. This book offers an important and inspiring challenge to homogeneous and reductionist narratives surrounding Muslim women and girls, finds Alexis Saba.
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Education Sciences
This article explores contestations around ideas of India, citizenship, and nation from the persp... more This article explores contestations around ideas of India, citizenship, and nation from the perspective of Indian Muslim female university students in Delhi. In December 2019, the Hindu majoritarian government introduced new citizenship legislation. It caused widespread distress over its adverse implications for Muslims and a large section of socio-economically deprived populations. In response, millions of people, mainly from Dalit, Adivasi, and Bahujan backgrounds, took to the streets to protest. Unprecedentedly, young Muslim female students and women emerged at the forefront of the significant public debate. This situation disrupted the mainstream perception of oppressed Muslim women lacking public voice and agency. Drawing on the narratives of the Indian Muslim female students who participated in these protests, this article highlights their conceptions of, and negotiations with, the idea of India. In doing so, this article reflects on the significance of critical feminist prote...
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The Palgrave Handbook of Imposter Syndrome in Higher Education
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Handbook of Education Systems in South Asia, 2021
The idea of citizen and the school discipline of civics, which is entrusted with the responsibili... more The idea of citizen and the school discipline of civics, which is entrusted with the responsibility to create an ideal citizen, have colonial imprints. Both citizenship and civics have traversed through postcolonial histories of nation-building, state formation, modernity, and democracy/authoritarianism in South Asian nation-states of India and Pakistan. In the context of globalization, the idea of a citizen has also been marked with discourses of global citizenship, identity-based movements, and a reassertion of nationalism. This chapter situates civics in the context of these histories and transitions. Drawing on existing research, it also analyses the contestations over inclusions and exclusions from citizenship as represented in the school subjects of civics, social studies, and citizenship education. The dominant pedagogic practices of the subject and alternatives to them, along with a discussion of gaps in existing research and potential news areas of study are highlighted.
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London Review of Education, 2021
In recent years, there has been increased interest in, and work towards, decolonising the curricu... more In recent years, there has been increased interest in, and work towards, decolonising the curriculum in higher education institutions in the UK. There are various initiatives to review university syllabuses and identify alternative literature. However, there is an increasing risk of turning ‘decolonisation’ into a buzz term tied to a trend. We fear that decolonisation within academia is becoming an empty term, diluted and depoliticised, allowing for superficial representations that fail to address racial, political and socio-economic intersectionalities. In this article, we examine several initiatives to decolonise the curriculum with a focus on the field of education as a discipline and medium. Based on our analysis, we engage with three main themes: conceptualisation, positionality and conduct. The article concludes that decolonisation cannot happen in a vacuum, or as an aim disconnected from the rest of the structure of the university, which leads to diluting a wider movement and...
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Abstract: This paper examines the institutional influences on the teaching-learning practices wit... more Abstract: This paper examines the institutional influences on the teaching-learning practices within English as Second Language (ESL) programme in the University of Sindh (UoS), Pakistan. The study uses qualitative case study approach, basing its findings on documentary review, observations, and responses of teachers and students. The analysis of the data is informed by Bourdieusian notions of habitus, field and capital. The study found that UoS's institutional policies and practices are shaped by its position in the field of higher education, which shape ESL teaching-learning practices. Specifically, UoS defines its capital as "higher education for all", which in practice translates as admitting students from disadvantage groups. To meet English language needs of these students, UoS offers the ESL programme. However, teaching-learning practices of ESL are significantly influenced by UoS's policies related to faculty hiring and development, ESL teachers and admin...
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Three questions command even greater attention today, as over forty countries, including many Mus... more Three questions command even greater attention today, as over forty countries, including many Muslim-majority states, unite against Daesh (the so-called ‘Islamic State’): How do Muslims relate to the Muslim ‘other’? How do Muslims relate to the religious ‘other’? What role can Muslim religious education play in fostering peace? Islam and Muslim education are suspected of promoting intolerance. This thesis investigates a group of Shia Ismaili Muslim trainee-teachers’ attitudes to plurality in their religious education programme. The Secondary Teacher Education Programme (STEP) is a two-year postgraduate course of the Ismaili Muslim community to train religious education teachers. STEP, a novel development in Muslim education, experiments with an innovative pedagogical approach to plurality. The research spanning over three years involved in-depth interviews, focus group, observations and textual analysis. 21 trainee-teachers from 13 different countries participated in the study. Alan...
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In the context of debates relating to teachers’ role in educational outcomes, accountability and ... more In the context of debates relating to teachers’ role in educational outcomes, accountability and management, this literature review explores their potential to be active agents of peacebuilding. Specifically, the review aims to explore their role in promoting peace, reconciliation, social cohesion and violence mitigation, recognising that literature specifically relating to teachers and peacebuilding was limited. The review is based on a framework (Naylor and Sayed, 2014) which conceives teachers as active agents located in particular global, national and local policy contexts and structures.
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British Journal of Educational Studies, 2018
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Cogent Education, 2016
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Compare: A Journal of Comparative and International Education, 2013
ABSTRACT
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Compare, 2010
... Rwanda EGRA Sao Tome & Principe Senegal PASEC EGRA Sierra Leone ARAB STATES Djibouti TIMS... more ... Rwanda EGRA Sao Tome & Principe Senegal PASEC EGRA Sierra Leone ARAB STATES Djibouti TIMSS 2003, 2007 PASEC Mauritania Yemen TIMSS 2003, 2007 ASIA & PACIFIC CambodiaEGRA Mongolia TIMSS 2007 Tajikistan Timor-Leste EGRA VietNam EGRA ...
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London Review of Education
In this article, we review the process of building relationships around education and internation... more In this article, we review the process of building relationships around education and international development at IOE (Institute of Education), UCL’s Faculty of Education and Society (University College London, UK). The analysis looks at how hierarchies linked to colonialism were inscribed in initial structures, and unevenly and disparately contested by students, staff and a range of interlocutors around the world over one hundred years. The article considers how this history shapes practice in the present and perspectives on the future. In describing and reflecting on processes for change, the article considers some of the questioning, discussion and new forms of relationship that are emerging as part of trying to develop an orientation away from a colonial past. Efforts to decolonise education have raised questions and actions associated with reimagining practice. We reflect on what we have learned and unlearned from our efforts to promote decolonial, socially just alternatives.
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International Review of Education
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Conference Presentations by LAILA KADIWAL
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Papers by LAILA KADIWAL
Conference Presentations by LAILA KADIWAL
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