Javed Anwar, Ph.D. (2022), RMIT University, is a senior public servant in Balochistan and has extensive experience in policy and practice. He has published an article on Girls’ Education in Balochistan and a book on COVID 19 and the (Broken) Promise of Education for Sustainable Development.

• AcknowledgementsIntroduction: The Problem of Girls’ Education in Pakistan and Balochistan1Postcolonial Pakistan—Education and Development2Discourse, Power/Knowledge and Truth3Education Policy Texts and Interviews—Using Critical Approaches4Structure of the Book1 Gender, Education and Development in Postcolonial Pakistan1Introduction2Postcolonial Pakistan and Balochistan3Gender and Education in Pakistan and Balochistan4Education and Development in Pakistan and Balochistan5Conclusion2 Postcolonial Islamic Governmentality and the ‘Problem’ with/of Girls’ Education in Pakistan1Introduction2Coloniality, Postcolonialism and Postcolonial Theory3Postcolonial Feminism4Government and Governmentality5Constructing Postcolonial Islamic Governmentality6Conclusion3 The Problem with Girls’ Education in Rural Balochistan: Exploring the Context of Construction, Representation and Visibility1Introduction2Policy Work and the Problem of Girls’ Education3District/Local Level Institutions, Actors and Practices and the Problem of Girls’ Education4Conclusion4 The Politics of Reforming Girls’ Education in Rural Balochistan: Examining the Intersections of Global, National and Local Discourses1Introduction2Texts and Discourses in the Context of Policy Production3Actors and Institutions in the Context of Policy Production4Conclusion5 Girls’ Education and the Practice of Policy Implementation at the Local Level1Introduction2The Practice of Governing Girls’ Education3The Practice of Expanding Access, Enrolment and Retention of Girls in Rural Areas4ConclusionConclusion: Education Policy and the Lessons for Women’s Representation and Gender Equity in Postcolonial Nation-States1Gender Disparity and Achieving the Targets of Education for All (EFA)2The Processes of Policy Production in Postcolonial Context3Involving Stakeholders in Education Decision-Making4Implementation Mechanism of Education Policy Practice5Monitoring Mechanism of Policy Practice Concerning Girls’ Enrolment and Retention6Contribution of the Book7Prospects for Future Research8Concluding ThoughtsReferencesIndex

Javed Anwar, Ph.D. (2022), RMIT University, is a senior public servant in Balochistan and has extensive experience in policy and practice. He has published an article on Girls’ Education in Balochistan and a book on COVID 19 and the (Broken) Promise of Education for Sustainable Development.

• AcknowledgementsIntroduction: The Problem of Girls’ Education in Pakistan and Balochistan1Postcolonial Pakistan—Education and Development2Discourse, Power/Knowledge and Truth3Education Policy Texts and Interviews—Using Critical Approaches4Structure of the Book1 Gender, Education and Development in Postcolonial Pakistan1Introduction2Postcolonial Pakistan and Balochistan3Gender and Education in Pakistan and Balochistan4Education and Development in Pakistan and Balochistan5Conclusion2 Postcolonial Islamic Governmentality and the ‘Problem’ with/of Girls’ Education in Pakistan1Introduction2Coloniality, Postcolonialism and Postcolonial Theory3Postcolonial Feminism4Government and Governmentality5Constructing Postcolonial Islamic Governmentality6Conclusion3 The Problem with Girls’ Education in Rural Balochistan: Exploring the Context of Construction, Representation and Visibility1Introduction2Policy Work and the Problem of Girls’ Education3District/Local Level Institutions, Actors and Practices and the Problem of Girls’ Education4Conclusion4 The Politics of Reforming Girls’ Education in Rural Balochistan: Examining the Intersections of Global, National and Local Discourses1Introduction2Texts and Discourses in the Context of Policy Production3Actors and Institutions in the Context of Policy Production4Conclusion5 Girls’ Education and the Practice of Policy Implementation at the Local Level1Introduction2The Practice of Governing Girls’ Education3The Practice of Expanding Access, Enrolment and Retention of Girls in Rural Areas4ConclusionConclusion: Education Policy and the Lessons for Women’s Representation and Gender Equity in Postcolonial Nation-States1Gender Disparity and Achieving the Targets of Education for All (EFA)2The Processes of Policy Production in Postcolonial Context3Involving Stakeholders in Education Decision-Making4Implementation Mechanism of Education Policy Practice5Monitoring Mechanism of Policy Practice Concerning Girls’ Enrolment and Retention6Contribution of the Book7Prospects for Future Research8Concluding ThoughtsReferencesIndex