A Critical Analysis of Conflict, Education and Fragility in Nepal

Pherali, Tejendra

doi:10.1007/978-94-6300-010-9_8

Cited by 5 publications

(7 citation statements)

References 13 publications

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“…Through the Modified 5-SPICE framework, this paper addresses the importance of techno-pedagogies during COVID-19 in the tertiary ELE context. With some preliminary glitches, all the educational stakeholders, especially the teachers as 'frontline heroes' (Pherali & Mendenhall, 2023) have been able to keep pace with the New Normal technologies. Desperate times call for desperate measures.…”

Section: Discussionmentioning

confidence: 99%

A Modified 5-SPICE Framework Review on English Language Teachers' and Learners' Perceptions of an Educational Emergency

Karim,

Gnawali,

Hasan

2024

IJLTER

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Covid-19 pandemic caused the biggest global on-site academic lockdown for more than a year, resulting in the largest disruption in the history of education. This review article highlights how tertiary English language education (ELE) in developing countries like Bangladesh continued during the unprecedented COVID-19 pandemic (from March 2020 onwards) - the 1st time long-lasting educational emergency that crippled the world. Considering this context, twenty (20) empirical papers on tertiary ELE from the COVID outbreak in 2020 to 2023 were reviewed through a Modified 5-SPICE framework where SPICE stands for Setting, Participants, Investigation type, Content and Ethical considerations applied by the reviewed articles. The thematic data analysis based on the Modified 5-SPICE framework applied Wellington’s (2015, as cited in Cohen et al., 2018) seven data analysis stages. The findings disclosed that the COVID-19 educational emergency utilized some existing educational technologies (EdTechs) and made a forced entry of some new technologies. ELE teachers and students had mixed feelings as they faced initial challenges which they gradually tried to overcome. This paper sheds light on their perspectives and complexities in addition to the future possibilities of emergency EdTechs at the tertiary ELE level. The findings are expected to assist pedagogues, policymakers, learners and other stakeholders to recognize the importance of the growing New Normal EdTechs to form a better Next Normal ELT pedagogy.

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Section: Discussionmentioning

confidence: 99%

A Modified 5-SPICE Framework Review on English Language Teachers' and Learners' Perceptions of an Educational Emergency

Karim,

Gnawali,

Hasan

2024

IJLTER

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“…Fieldwork in Kabul and Nangarhar helped us to gain insights into complex political and security situations within school surroundings and understand a broad range of perspectives of educational stakeholders in the country. The data were transcribed into English and thematically analysed using the conflict analysis framework (Department for International Development, 2002; Pherali, 2015) to represent security, political, economic and social dimensions of education in Afghanistan. Enhanced by researchers’ critical reflections on their experience of intensive research in the area, this approach helped interactively to engage with participants’ conceptions and different viewpoints and generate new perspectives about interconnections between power and resources in the education sector (Bogdan and Biklen, 2006; Krueger, 1998).…”

Section: Methodsmentioning

confidence: 99%

“…More ominously, 89.1% of students surveyed across ten provinces reported that they had personally witnessed Islamic groups such as Hizb-i Islami, Jamiat-ul Islah (Salafis), Hizb-ut Tahrir, Taliban and Jundullah operating at schools (see Afghanistan Research and Evaluation Unit, 2016). Using a conflict analysis framework in the education sector (Department for International Development, 2002; Pherali, 2015) and drawing upon our qualitative interviews, we present in Table 1 a multi-level political economy analysis of education in Afghanistan.…”

Section: A Political Economy Analysis: Power and Education In Afghanimentioning

confidence: 99%

“…In the second part of the paper, we provide some contextual analysis of educational development in Afghanistan since 2001 from a conflict perspective. The third section will critically examine education in Afghanistan using a political economy framework (Department for International Development, 2002; Pherali, 2015). Finally, we conclude with some implications of our analysis to the wider field of education, conflict and international development.…”

Section: Introductionmentioning

confidence: 99%

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Learning in the chaos: A political economy analysis of education in Afghanistan

Pherali¹,

Sahar²

2018

Research in Comparative and International Education

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Afghanistan is often characterised as a 'failed' or 'fragile' state in terms of state 'functionality', lacking in capacity to provide security and wellbeing to its citizens and failing to prevent violent conflict and terrorism. Since 2001, education has become a major victim of Afghanistan's protracted crisis that involves international military interventions, fragile democracy and growing radicalisation. Drawing upon qualitative interviews with educational officials and practitioners in Afghanistan and critically examining the literature in education and conflict, we argue that Afghanistan's education is caught in the nexus between deteriorating security conditions, weak governance and widespread corruption, resulting in rebel capture of educational spaces for radicalisation and violent extremism. More broadly, we contend that education faces the risk of capture for radicalisation in contexts where state fragility and fundamentalism intersect. Finally, we highlight some critical issues relating to educational programming in conflict-affected contexts.

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“…These proximal outcomes include increased enrolment, improved equality of access, improved attendance, improved retention, improved progression, and higher quality educational provision. Furthermore, there is growing evidence that decentralisation reforms may actually have unintended and sometimes negative effects in certain political and economic circumstances (Banerjee et al, 2008;Bardhan & Mookherjee, 2000Carr-Hill, Hopkins, Lintott, & Riddell, 1999;Condy, 1998;Glassman, Naidoo & Wood, 2007;Pherali, Smith & Vaux, 2011;Rocha Menocal & Sharma, 2008;Rose, 2003;Unterhalter, 2012). Decentralising decisionmaking may lead to elite capture at the local level and/or further corruption within school systems, for example, or may limit educational opportunity for marginalised ethnic groups.…”

Section: How the Intervention Might Workmentioning

confidence: 99%

PROTOCOL: The Effects of School‐Based Decision Making on Educational Outcomes in Low and Middle Income Contexts: A Systematic Review

Carr‐Hill¹,

Rolleston²,

Pherali³

et al. 2014

Campbell Systematic Reviews

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Carr-Hill (2012) suggests that, because most of the estimates for low-income countries are based on household surveys, this figure should actually be doubled. Household surveys omit the homeless by design, thereby excluding mobile, nomadic, or pastoralist populations. Moreover, in practice, household surveys typically underrepresent those in fragile, disjointed households, slum populations and those in conflict-affected areas posing security risks.

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A Critical Analysis of Conflict, Education and Fragility in Nepal

Cited by 5 publications

References 13 publications

A Modified 5-SPICE Framework Review on English Language Teachers' and Learners' Perceptions of an Educational Emergency

A Modified 5-SPICE Framework Review on English Language Teachers' and Learners' Perceptions of an Educational Emergency

Learning in the chaos: A political economy analysis of education in Afghanistan

PROTOCOL: The Effects of School‐Based Decision Making on Educational Outcomes in Low and Middle Income Contexts: A Systematic Review

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