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005			20260610105444.0
007			cr un uuuua
008			230131s2023 gw sb 001 0 eng d
010			_a 2022060724
020			_a9789004540712 _q(print)
020			_a9789004540729 _q(electronic book)
024	7		_a10.1163/9789004540729 _2DOI
035			_z(OCoLC)1363816838
040			_aNL-LeKB _cNL-LeKB _erda
041			_aeng
050		4	_aGE90.P18
072		7	_aEDU _x000000 _2bisacsh
072		7	_aJN _2bicssc
082	0	4	_a370.95491 _223
100	1		_aAnwar, Javed, _eauthor.
245	1	0	_aCOVID-19 and the (Broken) Promise of Education for Sustainable Development : _bA Case Study from Postcolonial Pakistan / _cJaved Anwar, Sher Rahmat Khan, Mir Zaman Shah, Seth Brown, Peter Kelly and Scott Phillips.
264		1	_aLeiden ; _aBoston : _bBrill, _c2023.
264		4	_c©2023
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aEducational Research E-Books Online, Collection 2022
490	1		_aGlobal Education in the 21st Century ; _v7
504			_aIncludes bibliographical references and index.
505	0		_tAcknowledgments -- Introduction: Education, Teacher Education and Sustainable Development in COVID ‘Normal’ Pakistan -- 1 Postcolonial Pakistan: A History of Development Challenges and Crises -- 2 COVID-19 and Public Health, Education, Development and Policy Responses in Pakistan -- 3 Post COVID Recovery Scenarios for Pakistan: Education, Teacher Education and the UN SDGs -- 4 Structure of the Book -- 1 Waadey -- 1 Introduction: Young People, Education and Skills in Post-COVID Pakistan -- 2 Disparities, Inclusion and Quality of Learning in Pakistan -- 3 COVID-19, the Digital Divide, and the Promise of Technology in a Post-Pandemic Education Recovery -- 4 Disparities in Young People’s Education and Skills, and the Challenges for Development for All -- 5 Discussion: Widening Disparities and the Politics of Education Policy -- 2 Hazaar Jaama -- 1 Introduction: Curriculum, Pedagogy and Technology -- 2 Education Systems, Curriculum, Social Division and Other Fragments -- 3 Public Schools -- 4 The Pandemic’s Amplification of the Limits and Possibilities of Classroom-based Schooling in Postcolonial Pakistan -- 5 Education and Technology: Policy Responses to ICT and Pedagogy in Pakistan’s Schools -- 6 Discussion: Education, ICT and Neocolonialism -- 3 Tazabzub -- 1 Introduction: Teacher Education and Professionalism in 21st Century Pakistan -- 2 Teacher Professionalism, Status and Shortages in Pakistan -- 3 Teacher Education and Professional Development -- 4 Donor Agencies and Teacher Education and Professional Development -- 5 Discussion: The UN SDG s, Neoliberal Globalisation and more Appropriate Models for Teacher Education -- 4 Taaluqat -- 1 Introduction: Teacher Leadership and School Governance in Postcolonial Pakistan -- 2 Educational Leadership, Hierarchical Structures and Policy Processes -- 3 Teachers’ Reimagining Their Roles in Policy and Practice: Building Resilient Education Systems -- 4 School Leadership and Governance: Coping with and Moving beyond the Pandemic -- 5 Discussion: Codesigning Decentralised and Responsible Governance and Leadership Strategies -- 5 Sarguzasht -- 1 Introduction: COVID-19, and Lessons from the (Broken) Promise of Education for Sustainable Development in Postcolonial Nation States -- 2 The Problem of the ‘Personal’ -- 3 Conclusions -- 4 Javed’s Conclusions -- 5 Mir’s Conclusions -- 6 Sher’s Conclusions -- 7 Seth’s Conclusions -- 8 Peter’s Conclusions -- 9 Scott’s Conclusions -- References -- Index.
520			_aThe book charts the emergence of the COVID-19 pandemic, and the impact that it has had on the lives of young people and their communities, education systems, the teaching profession, and the responses by governments, NGOs, and donor organisations in Pakistan. Drawing on theories of postcolonialism, feminism, and neoliberal globalisation, the authors explore the development of Pakistan as a postcolonial nation-state, and examine the legacies of colonialism in education systems and policies, teacher education and development. The Pakistani authors bring extensive knowledge and experience to this case study of the ‘broken promise’ of education for sustainable development. This mix of theoretical insight and practical experience promises to produce significant policy and development impact in post-COVID-19 Pakistan, South Asia more broadly, and in other postcolonial development contexts around the world as it develops a critique of the UN SDGs as a global and more local framework for development.
546			_aEnglish
588			_aDescription based on print version record.
650		0	_aCOVID-19 Pandemic, 2020- _xSocial aspects _zPakistan.
650		0	_aEducation _zPakistan.
650		0	_aSustainable development _zPakistan.
700	1		_aBrown, Seth, _eauthor.
700	1		_aKelly, Peter, _eauthor.
700	1		_aPhillips, Scott K., _eauthor.
700	1		_aRahmat Khan, Sher, _eauthor.
700	1		_aZaman Shah, Mir, _eauthor.
776	0	8	_iPrint version: _tCOVID-19 and the (Broken) Promise of Education for Sustainable Development  : A Case Study from Postcolonial Pakistan. _dLeiden ; Boston : Brill, 2023. _z9789004540712 _w(DLC) 2022060723
830		0	_aEducational Research E-Books Online, Collection 2022.
830		0	_aGlobal Education in the 21st Century ; _v7.
856	4		_zDOI: _uhttp://dx.doi.org/10.1163/9789004540729
999			_c36415 _d36415