Higher Education, Neoliberalism, and Conflict: A Case of the University of Balochistan in Pakistan

Autor/in	Shah, Syed Amir
Titel	Higher Education, Neoliberalism, and Conflict: A Case of the University of Balochistan in Pakistan
Quelle	(2023), (241 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Loyola University Chicago
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-2078-0
Schlagwörter	Hochschulschrift; Dissertation; Higher Education; Neoliberalism; Conflict; Universities; Role of Education; Peace; Holistic Approach; Foreign Countries; Geographic Regions; Educational Change; Ethnic Groups; Sustainability; Social Change; Affirmative Action; Social Differences; Conflict Resolution; Pakistan + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Neo-liberalism; Neoliberalismus; Konflikt; University; Universität; Bildungsauftrag; Frieden; Holistischer Ansatz; Ausland; Bildungsreform; Ethnie; Nachhaltigkeit; Sozialer Wandel; Sozialer Unterschied; Conflict solving; Konfliktlösung; Konfliktregelung
Abstract	The current study focuses on the role of peacebuilding in the higher education sector of Pakistan's conflict-affected region of Balochistan. The research is an extended case study of the University of Balochistan. It addresses how the institution's peacebuilding agency has evolved in the face of ethnic conflict and the neoliberal reforms pursued by the state during the past two decades. The research is based on the study of policy documents, official reports, and individual and focus group interviews with various educational actors. The peacebuilding agency of the institution is theorized according to the 4Rs (Novelli et al., 2019; Novelli et al., 2017). The analytical frame of the 4Rs attempts to address the structural causes of conflict and theorize the role of education in relation to its role contributing to those causes. The analytical lens incorporates conflict's cultural, political, economic, and social dimensions and proposes a holistic strategy for building sustainable peace. The research takes a normative stance of social transformation, rooted in the philosophy of Fraser (2005, 2020), by not merely focusing on 'fixing' the social outcomes through some affirmative action but also transforming the structural causes that give rise to social inequalities in the first place. Thus, the university's peacebuilding agency is measured through its ability to promote representation, redistribution, recognition, and reconciliation within its institution and the larger society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01