A PARADOX of the modern age is that as the world shrinks to become what Marshal McLuhan termed a global village, borders that separate people from one another are proliferating and becoming increasingly impenetrable legally. This is happening in an age when mobility is on the rise and people are leaving home in larger numbers than before. Some have experienced migration thrice in their lifetime.
Generally, writers and analysts focus on the political, economic and sociological dimension of crossing borders. Attention is focused on governments’ policies of making foreigners’ entry difficult into their country, the impact migration has on the host nations’ economy/politics and the challenges of integrating migrants from diverse cultures into a cohesive society.
There is yet another aspect of crossing borders — the human aspect. Few take note of it though its impact on an individual can be poignant and generational. It is only the personal becoming the political that draws attention. Continue reading “Crossing borders”
To understand the dynamics of our present cultural conflicts we need to go back to General Zia’s way of playing politics. His commitment to a self-interpreted Pakistan ideology and his martial power in super-imposing it on his subjects –- for that is what citizens become in a dictatorship –- had a profoundly disruptive impact.
He controversialised religion, making it into an instrument for repression and domination. Thus, legislation in the cloak of Islamisation haunts us in the blasphemy laws and Hudood Ordinance. Selected religious bodies and clerics gained a new voice, latent with intrusive powers, to guide public morality and personal conduct. He formulated distinctions between shura and parliament which often took the form of a dissociation from or incompatibility with “westernis ed” political and social practice and inevitably enhanced bigotry. Continue reading “Culture agonistic”
I WAS first introduced to the term ‘life skills-based education’ at a forum of the Indus Resource Centre a few weeks ago. The term was used freely but it was not elucidated sufficiently, at least not for novices like me.
The IRC, which is doing very good work by promoting education in Sindh, had just completed its Reproductive Health through Girls’ Education project and we had gathered for an independent assessment. This was basically a population venture funded by the David and Lucile Packard Foundation but fitted into IRC’s agenda since it sought to change the mindset of girls vis-à-vis reproductive health issues. This was expected to impact on the galloping population growth rate of the country — one of the most serious concerns of the day. Continue reading “What is LSBE?”
LOCALLY we are hearing rather a lot about what PMs in truer democracies than ours did after getting not-so-honourable mentions in PanamaLeaks. In Greenland (or was it Iceland? Do a Google) the impugned prime minister resigned. In that hallowed parliamentary prototype Great Britain, the PM’s public and parliamentary response after a Panama reference to family embarrassed him has been exemplary, as Nawaz Sharif’s challengers love to remind. Maybe our PM has other role models. Our Youth Bulge electoral segment may not know that even before the internet, in Great Britain’s truly salubrious democratic clime, the Iron Lady’s Dennis was not allowed to menace once the veil was lifted on his delinquencies. He went right off the island if not offshore (Mummy stayed in office). Continue reading “Wanted: truer democracy”
EIGHT years ago, a young woman from Khairo Dero (Larkana district) was so touched by the plight of her people that she decided to work for their uplift.
She had been fortunate to receive a privileged education abroad, was doing a lucrative job and had all that one could wish for in life. Today, she has renounced these privileges to work for her people. .
IT is time we stopped taking the easier choice of setting out to scrap a faulty political setup and system and focused on laboring to better it: That means allowing it to function and, in that very process, rectifying its deficiencies. For what is the innovative alternative?
We have tried both parliamentary and presidential democratic modes. We have undergone four varieties of military dictatorship. We have framed and discarded more than one constitution. We have journeyed from centralising West Pakistan’s provinces into one unit, into the mysterious provincial autonomy of the Eighteenth Amendment to the 1973 constitution. Continue reading “Change: at all costs?”
Going by the number of education policies announced in Pakistan since 1947, the volume of reports produced by commissions on this issue of direct concern to human development and the statements issued by government dignitaries pledging their commitment to universalising education, one would have thought that by now Pakistan must be heading the world education league.
What is the reality? The UNDP, which compiles the Human Development Index using schooling as one of the criteria, tells us another story. In its 2015 report, Pakistan is categorised as a Low Human Development country and ranks 147th out of 188 states. The mean years of schooling for children is 4.7 years and only a third of the population above 25 has had some secondary schooling. Continue reading “Keeping them illiterate”
THE paradox of education in Pakistan is that the children of the poor are not getting enough of it, while the offspring of the rich get a surfeit. Neither is good for the child.
The privileged class faces a dilemma due to the commercialisation of the education system. Mothers with young children complain about the burden of classwork and tuitions. What they worry about is the overload of studies that overflows from school hours to tuition time. Continue reading “Home is school”
A tribute to renowned journalist Naushaba Burney (1932-2016).
Over 60 years ago, a young woman in her twenties walked into a classroom at Karachi University to teach journalism to a bunch of young students, most of whom were men. There were not many female students then in this newly launched institution of higher education located in the heart of Karachi. To have a woman teach men of her own age was something unusual and it could have deterred the boldest of women.
For Naushaba Burney this was a challenge. She acquitted herself with grace and won many admirers. Her education abroad gave her the confidence to play a pioneering role in a predominantly male environment. Having studied at Columbia University, the University of California Berkeley and the University of Oregon, Eugene from 1953-1956, Naushaba was highly qualified for the job she had clinched. Continue reading “Indomitable to the very end”
PAULO Freire, the Brazilian educator and author of Pedagogy of the Oppressed, said education should aim at teaching students to think critically. They should work with the teacher in creating knowledge.
Freire believed that students should do a lot of “problem-posing” and then seek answers through their own experience and thought processes to discover the route to change.
Can we hope to achieve this change through the kind of textbooks used in our public-sector schools? For decades, critics have mourned the dismal state of textbooks in Pakistan. But no one has batted an eyelid. Continue reading “Textbooks of hate”