Tania Saeed – författare

The role of the security establishment in Pakistan has been strengthened in a post-Musharraf era as social institutions are increasingly drawn into the security agenda. Pakistan’s problems are often explained through the lens of ethnic or religious differences, the tense relationship between democracy and the Pakistan military, or geopolitics and terrorism, without taking into account young citizens’ role in questioning the state and the role of the education system. Based on new research and interviews with more than 1900 Pakistanis aged 16-28 the authors examine young people’s understanding of citizenship, political participation, the state and terrorism in post-Musharraf Pakistan. The authors explore the relationship between the youth and the security state, highlighting how the educational institutions, social media, political activism and the entire nature of the social contract in Pakistan has been increasingly securitized. The focus is on the voices of young Pakistanis, their views on state accountability (or lack thereof), political literacy and participation, and the continued problem of terrorism that is transforming their views of both their country and the world today. With 67% of the country's population under the age of 30, this book is a unique window into how Pakistan is likely to evolve in the next couple of decades.

The role of the security establishment in Pakistan has been strengthened in a post-Musharraf era as social institutions are increasingly drawn into the security agenda. Pakistan''s problems are often explained through the lens of ethnic or religious differences, the tense relationship between democracy and the Pakistan military, or geopolitics and terrorism, without taking into account young citizens'' role in questioning the state and the role of the education system. Based on new research and interviews with more than 1900 Pakistanis aged 16-28 the authors examine young people''s understanding of citizenship, political participation, the state and terrorism in post-Musharraf Pakistan. The authors explore the relationship between the youth and the security state, highlighting how the educational institutions, social media, political activism and the entire nature of the social contract in Pakistan has been increasingly securitized. The focus is on the voices of young Pakistanis, their views on state accountability (or lack thereof), political literacy and participation, and the continued problem of terrorism that is transforming their views of both their country and the world today. With 67% of the country''s population under the age of 30, this book is a unique window into how Pakistan is likely to evolve in the next couple of decades.

The role of the security establishment in Pakistan has been strengthened in a post-Musharraf era as social institutions are increasingly drawn into the security agenda. Pakistan''s problems are often explained through the lens of ethnic or religious differences, the tense relationship between democracy and the Pakistan military, or geopolitics and terrorism, without taking into account young citizens'' role in questioning the state and the role of the education system. Based on new research and interviews with more than 1900 Pakistanis aged 16-28 the authors examine young people''s understanding of citizenship, political participation, the state and terrorism in post-Musharraf Pakistan. The authors explore the relationship between the youth and the security state, highlighting how the educational institutions, social media, political activism and the entire nature of the social contract in Pakistan has been increasingly securitized. The focus is on the voices of young Pakistanis, their views on state accountability (or lack thereof), political literacy and participation, and the continued problem of terrorism that is transforming their views of both their country and the world today. With 67% of the country''s population under the age of 30, this book is a unique window into how Pakistan is likely to evolve in the next couple of decades.

This open-access book offers a critical appraisal, at the cross-section of theory and practice, of concepts of integration at work in education in diverse geopolitical settings. With chapters written by experts based in Cyprus, Ethiopia, Germany, Mexico, Pakistan, the UK and the USA, the book includes discussion of regions of conflict, post-conflict and also non-conflict societies in which a cultural hegemony has developed strategies to “integrate” groups perceived as “other”. The book challenges the idea of “integration” in education considering how it relates to inclusion and exclusion and considers the extent to which integration can be empirically studied or evaluated. By accommodating a diversity of voices and perspectives, the structure of this book critically questions the underlying hegemonic Global North-shaped assumptions that have informed the integration debate.The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by the Georg Arnhold Program.

This open-access book offers a critical appraisal, at the cross-section of theory and practice, of concepts of integration at work in education in diverse geopolitical settings. With chapters written by experts based in Cyprus, Ethiopia, Germany, Mexico, Pakistan, the UK and the USA, the book includes discussion of regions of conflict, post-conflict and also non-conflict societies in which a cultural hegemony has developed strategies to “integrate” groups perceived as “other”. The book challenges the idea of “integration” in education considering how it relates to inclusion and exclusion and considers the extent to which integration can be empirically studied or evaluated. By accommodating a diversity of voices and perspectives, the structure of this book critically questions the underlying hegemonic Global North-shaped assumptions that have informed the integration debate.The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by the Georg Arnhold Program.

The role of the security establishment in Pakistan has been strengthened in a post-Musharraf era as social institutions are increasingly drawn into the security agenda. Pakistan’s problems are often explained through the lens of ethnic or religious differences, the tense relationship between democracy and the Pakistan military, or geopolitics and terrorism, without taking into account young citizens’ role in questioning the state and the role of the education system. Based on new research and interviews with more than 1900 Pakistanis aged 16-28 the authors examine young people’s understanding of citizenship, political participation, the state and terrorism in post-Musharraf Pakistan. The authors explore the relationship between the youth and the security state, highlighting how the educational institutions, social media, political activism and the entire nature of the social contract in Pakistan has been increasingly securitized. The focus is on the voices of young Pakistanis, their views on state accountability (or lack thereof), political literacy and participation, and the continued problem of terrorism that is transforming their views of both their country and the world today. With 67% of the country's population under the age of 30, this book is a unique window into how Pakistan is likely to evolve in the next couple of decades.

This volume brings together scholars, practitioners, activists, and students to reflect on socio-political transitions taking place in countries across South Asia and their implications for democracy and education. It provides an important intervention for comparative education in South Asia by looking at the kind of ideological tensions that exist within the education systems, and how these competing agendas are visible at different levels. At a time when students have been protesting for their rights across educational institutions in South Asia, where the Covid-19 pandemic has exacerbated inequalities with learning losses, and job losses, this collection creates a space to reflect on the limitations and possibilities of education in democracies across South Asia.

This volume brings together scholars, practitioners, activists, and students to reflect on socio-political transitions taking place in countries across South Asia and their implications for democracy and education. It provides an important intervention for comparative education in South Asia by looking at the kind of ideological tensions that exist within the education systems, and how these competing agendas are visible at different levels. At a time when students have been protesting for their rights across educational institutions in South Asia, where the Covid-19 pandemic has exacerbated inequalities with learning losses, and job losses, this collection creates a space to reflect on the limitations and possibilities of education in democracies across South Asia.

This volume brings together scholars, practitioners, activists, and students to reflect on socio-political transitions taking place in countries across South Asia and their implications for democracy and education. It provides an important intervention for comparative education in South Asia by looking at the kind of ideological tensions that exist within the education systems, and how these competing agendas are visible at different levels. At a time when students have been protesting for their rights across educational institutions in South Asia, where the Covid-19 pandemic has exacerbated inequalities with learning losses, and job losses, this collection creates a space to reflect on the limitations and possibilities of education in democracies across South Asia.

This book explores everyday realities of young Muslim women in Britain, who are portrayed as antithetical to the British way of life in media and political discourse. The book captures how geo-political events, and national tragedies continue to implicate individuals and communities at the domestic and local level, communities that have no connection to such tragedies and events, other than being associated with a religio-ethnic identity. The author shows how Muslim women are caught within the spectrum of the vulnerable-fanatic, always perceived to be ‘at risk’ of being ''radicalized''. Focusing on educated Muslim females, the book explores experiences of Islamophobia and securitization inside and outside educational institutions, and highlights individual and group acts of resistance through dialogue, with Muslim women challenging the metanarrative of insecurity and suspicion that plagues their everyday existence in Britain. Islamophobia and Securitization will be of inte

rest to scholars and students researching Muslims in the West, in particular sociologists, anthropologists, and political scientists. It will also appeal to analysts and academics researching security and terrorism, race and racialization, as well as gender, immigration, and diaspora.