This paper explores the status of girls' education in the schools of rural Balochistan in Pakistan, and examines the dimensions of access, enrolment and retention. In order to explore the complexities of this governmental problem, we will propose the concept of postcolonial Islamic governmentality. Drawing on Foucault's work on the arts of…

This article reports data from a qualitative study conducted within the elitist English-medium schools in three cities of Pakistan to claim that theory building, and English teaching practices are still modeled on monolingual biases inherent in the orthodox notions of linguistic purism and Anglo-normative traditions of the 1990s. Orthodoxy is…

This study problematises the discourses of Pakistan's national curriculum textbooks to investigate how they represent Pakistan's indigenous languages/cultures through the prism of religion to constitute secondary school students' particular postcolonial linguistic identities. It also draws on the perspectives of 12 teachers and 424 students to…

Schools in post-colonial developing countries have complex and varied problems with the quality of leadership and instruction, calling for unique approaches to improvement. Based on an interventionist-ethnographic study involving three low-fee elementary schools in Pakistan, this paper discusses a model for developing multilevel leadership…