Coloniality, Resistance, and Reimagining the Future: Exploring the Influence of Language Policies on Learner Identities in Pakistani Schools

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Abstract/Contents

Abstract: This paper explores student experiences of language-in-education policies through the lens of colonial processes and traces such logics as they operate through educational institutions. Drawing on semi-structured interviews of high school seniors and recent graduates, I investigate how students in Pakistani secondary schools and universities interact with intersecting modern/colonial structures that rationalize existing hierarchies of power along colonial, racial/ethnic, and gendered lines. I argue that student perceptions of self and others, imparted through the educational apparatus, can both reproduce colonial power hierarchies, and also simultaneously contest and resist colonial legacies. Pakistani students have internalized colonial hierarchies and constitute key sites for decolonial resistance at the same time. Their voices offer insights into the operations of colonial logics locally while also being in conversation with colonial frameworks internationally. This study contributes to the growing voices in the field of international and comparative education that critically examine the role of modern/colonial formations in the structuring of education globally.

Author	Fatima, Shizza

Subject	Coloniality
Subject	Colonialism
Subject	Education
Subject	Pakistan
Subject	Decolonization
Subject	Decolonial resistance
Subject	Language of instruction
Subject	Language ideologies
Subject	Education policy
Subject	Stanford Graduate School of Education International Education Policy Analysis
Genre	Text

Related item	Title Stanford Graduate School of Education International Comparative Education
Location	https://purl.stanford.edu/gq455jj6274

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Preferred citation: Fatima, S. (2021). Coloniality, Resistance, and Reimagining the Future: Exploring the Influence of Language Policies on Learner Identities in Pakistani Schools. Stanford Digital Repository. Available at http://purl.stanford.edu/gq455jj6274

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