using hegemonic theory to map conceptions of education within the development field in pakistan
TRANSCRIPT
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Using hegemonic theory to map conceptions of education within the
development field in Pakistan
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Policies and practicesDominant assumptions underpinning practicesSpaces for innovative practices that counter
dominant assumptionsWhat are dominant understandings?Where are they coming from?Ideas of discourse, power, hegemony and post-
development theoryHow can hegemonic theory better inform us
about power dynamics within the field of development? How is this determining how education is conceptualised and approached?
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How did I get here?How did I get here?
► The DFID FellowshipThe DFID Fellowship► The two towers The two towers (9/11/01)(9/11/01)► The return The return (July - August, 2003)(July - August, 2003)► The return again The return again (Dec 2003 - Jan, 2004)(Dec 2003 - Jan, 2004)► And again And again (February – August, 2004)(February – August, 2004)► The ‘permanent hangover’ The ‘permanent hangover’ (post-SEF)(post-SEF)► What do I do now? What do I do now? (development field (development field
realities)realities)► What happened to EE/ESD? What happened to EE/ESD? ► Centrality of power and hegemonic relationsCentrality of power and hegemonic relations
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Environmental
Education
Formal and non-formal
Improving health and hygiene
Analysing current practice
Safe school environment
Local needs and relevancy
Acquiring basic skills
Mobilising community
action
Radical pedagogy
Ideal type of environmental education
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What are the breadth and depth of hegemonic development and education discourses? Economic growth Modernisation Interventionism Reliance on scientific and technological knowledge
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The theories
Power Discourse Hegemony Field Policy Post-development
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Post-development takes a critical position by problematising poverty, equating development with Westernization, critiquing modernization and viewing development as a discourse, an imaginary myth (Sachs 1992b; Escobar 1995; Crush 1995; Rahnema and Bawtree 1997; Rist 1999; Pieterse 2001).
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Critiques of post-development theory
‘Lack of theoretical depth’ (Brigg 2003). ‘Sprinkling’ effect of mainly Foucault’ Tendencies toward essentialism,
romanticism, binary contradictions, reinforcements of Eurocentricism and intolerant moral/political righteousness. (Brigg 2003; Lehman 1997; Corbridge 1998)
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Power relations are embedded within social relations and are exercised through institutional relations that discipline our ways of thinking and acting through self-regulation (Foucault 1977)
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Discourse: a particular way of talking about and understanding the world, or an aspect of the world (Phillips and Jorgensen 2003)
The order of discourse is the ‘specifically discoursal organisational logic of a field’ Chouliaraki and Fairclough (1999)
A field may be defined as a network, or a configuration, of objective relations between positions (Bourdieu 1992)
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Hegemony shows how power compels us to consent to that which constrains us (Butler 2001: 29).
The moment of hegemonic relation is when the ‘peculiarity of a body, community or social movement ceases to be its own peculiarity and transforms itself within the representation of the universality transcending it’ (Laclau and Mouffe 2001).
The two conditions of a hegemonic articulation are the presence of antagonistic forces and the instability of the frontiers which separate them (Laclau and Mouffe 2001)
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The data
Interviews Policies Video Fieldnotes Experiences
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The methods
Discourse analysis Hegemony analysis Critical ethnography
Combining different types of data in each data analysis sections
Combining aspect of critical discourse analysis with hegemonic theories and field theory
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Different data analysis chapters, different data, different methods Micro-politics of SEF – hegemonic formations of
assumptions of mainstream development and education discourses: participant observations, field notes, interview transcripts, documents
The ‘myth of participation’ – participation as an ‘empty signifier’: video transcripts, field notes, interview transcripts, organisation documents, policy texts
Education as a ‘floating signifier’ - struggles of discourses within a logic of difference: interview transcripts, organisation documents, policy texts
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EssentialismsIntoleranceRigid management hierarchyReliance on external knowledgeLack of willingness to work from the ground up
De-contextualisedImposed problems, and solutions from external sourcesTraditional pedagogyLanguage choicesMarketing and advocacy unitNon-participatory and ad-hoc decision-making
Expenditure choicesAgenda-making processImposed readingsTraditional pedagogySelection of panelists and participantsLack of participation from communities and schools
Intertextual referencing of quality from policies Following dominant models of measurement InterventionistRenovation of central office and other expenditure choicesResearch ignoredPriority and expectation shiftingGhost centre
Hegemonic practices
Hegemonic formations
Mainstream developmentTraditional schooling
De-schooling and Post-development discourses
De-schooling and Internal learning Learning retreat Quality Assurance Post-development discourses
Traditional schooling Mainstream development
Hegemonic strength of dominant mainstream development and education assumptions and practices and the inability of post-development discourses to oppose these:
The case of the Sindh Education Foundation
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Manchar Lake
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Mallah culture
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Inside a Mallah ‘house’
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SEF Community-Supported School
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SEF CSS
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Targeting poorest members of each villageContextualised and qualitative knowledgeOrganic development Environment-centred and against micro-credit
General targeting of ‘the poor’De-contextualised and quantitative knowledgePolicy-orientated, donor-reliant developmentPrimary emphasis on macro-economic growth
Participation as an ‘empty signifier’
Participatory, Bottom-up development approaches
PVDP PRSP
Non-participatory, Top-down development approaches
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‘Participation’ in Sankar village, Thar Desert, Pakistan
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Fuel-efficient stove programme
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Education efforts
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Water conservation efforts
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Education as a floating signifier: Policies and organisations unified through a logic of difference that education is necessary
Organisation Lens Education practices – general summary
DFID Governance Supporting the PRSP – education capacity building and resource allocation
CIDA Poverty reduction with government and CBOs
Supporting small NGOs in health, education, human rights and gender in specific districts
USAID Democracy and governance ICT, mainstreaming madrassahs, science education, quality education and literacy attainment
UNICEF Children Physical infrastructure of schools and health. Also teacher training activities and funding other education/literacy NGOs
Maa Haul I-NGO
Environment, sustainable development
Conservation education, community environmental rehabilitation work
Bachay I-NGO
Children’s empowerment Politically oriented non-formal education similar to ActionAid’s Reflect method. Circles for discussion, problem-solving and literacy facilitation mainly with refugee children
Aurtayn N-NGO
Female rights Educating women about their legal rights as well as their reproductive needs, creating awareness on other rights issues
FauqiyatN-NGO
Formal education School improvement through ICT integration, health curriculum teacher training, infrastructural improvements
TaleemiN-NGO
Formal education Reforming government schools through various community-based and private-sector initiatives. Also programmes of non-formal education for child labourers and literacy for women.
AdbiyaatL-NGO
Women’s literacy Phonic-based, critical literacy approaches mainly with women. Facilitated by women who have gone through the same process
BastiL-NGO
Poverty reduction Environmental organic activities, aversion to micro-credit, health initiatives, community participation, learning and education woven throughout, formal education sidelined
Siyaasatmovement
Peasant and landless rights Political awareness and social mobilisation particularly amongst landless workers and fisherfolk
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Education as a floating signifier: prioritisation of objectives and nodal points across key development and education policies in Pakistan
ESR
T-YP
NEP
NPA
PRSP
HRD Qu’ran SAPCRCPakistanConst.
MDGs EFA
Islamic educationUPEQualityLiteracy
UPEAdult literacyECEQuality
UPEAdult literacyMadrassahsQuality
Universal literacyUPEVocational/techn.MadrassahQuality
LiteracyUPESecondaryQuality
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Nodal points: UPE, quality, literacy and non-formal awareness UPE: policies, donors, SEF and PVDP Quality: policies, donors, ITA and IUCN Literacy: policies, donors, SCUK and Khoj Non-formal awareness: policies, donors,
Shirkat Gah and PRM
Logic of equivalences (within nodal points) in this study: SCUK, Khoj, Shirkat Gah and PRM
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Pakistan Fisherfolk Forum school
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PFF school
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Baloch Women’s Empowerment Literacy Programme Centre
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Arabian Sea coast – near the WWF Conservation Centre
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What about EE?
EE as an ‘empty signifier’ (Gaudiano 2005) What are the nodal points within EE? What are the logics of equivalence within EE? Why
does this matter? ESD as dominated by assumptions within
mainstream development discourses (more than EE)
The problem with ‘defining’ EE/ESD in a different context – missed opportunities on both sides
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SO what next? Applications of hegemonic theory Strength of hegemonic formations of mainstream assumptions within
dominant education and development discourses and social practices Fragility and tenuous spaces for logics of equivalence to retain
hegemonic articulations and avoiding ‘the empty signifier’ Phenomenon of the empty signifier: how to make this into a strength
rather than a weakness inherent in movements of resistance Avoiding interventionism? The issue of labelling – clash of the external versus the internal Post-development theory Getting to grips with complexity: Theories of complexity – mapping Tension between policy and donor expectations, organisational
expectations and individual preferences ‘Practicing what you preach’ Critical research Understanding the influence of wider networks more My new job
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Using hegemonic theory to map conceptions of education within the
development field in Pakistan