Education and politics of exclusion
By Dr Shahid Siddiqui‘Schools reproduce class relations by reinforcing rather than reducing class-based differential access to social and cultural capital’ — Pierre Bourdieu
HUMAN history is replete with the struggles of different interest groups with each other. Marx views history as a constant class struggle where different classes are engaged in tactics to acquire, sustain and resist power.
A more recent interpretation is offered by Bourdieu, a French thinker, who believes that the constant human struggle is for social distinction which establishes itself through culture and education.
A number of ways and means are adopted to gain supremacy and dominance over other groups. One fundamental means is to construct ‘others’ by excluding them. The process of exclusion is constituted by the use of various social institutions including educational institutions, lawmaking organisations, interpretations of religion, and the media.
Before we move ahead, let us look at some daily life examples of exclusion. Historically, the caste system was a powerful system of exclusion where a certain caste was completely barred from the ‘respectable’ chores of life. This lower class was the class of ‘untouchables’ and arrangements were made to keep them at a distance. This desire of excluding others is reflected in different forms. For instance, in most public offices in Pakistan, washrooms for officers and staff are separate and staff members are strictly banned from using the officers’ washroom. In most toll plazas in Pakistan, army personnel are exempted from payment.
Until recently, 98 per cent of the population was excluded from politics by the passage of a law that made a Bachelor’s degree mandatory for contesting elections to the national and provincial assemblies. In 2008, a number of interested candidates could not participate because of this condition. Another concept linked to exclusion is ‘silencing’ where a certain group is pushed to the extent where it is deprived of the opportunity to voice its feelings. The structures are designed through language, education and culture in such a manner that marginalised groups do not come up to ‘standards’ and are thus discouraged socially from participating in politics and power.
A pertinent example is the silencing of women in the domain of literature in the past. Women were not expected to write. Literature was considered not worthy of ‘ladies’. Virginia Woolf talks about periods of silence in the history of women’s writing. She focuses on 16th century England when “the dramatists and poets were most active, but the women were dumb”.
In all the above examples, one point is common: the rules were set by the powerful. These rules were bound to favour the interests of dominant groups and marginalised groups always fell short of these standards or norms. The dominant groups in society are not necessarily representing the majority. It is power that gives them the ‘right’ to set the rules of the game. It is to the advantage of the dominant groups to monopolise the fruits of power by depriving the ‘others’. Mutual differences are highlighted, and at times created, to exclude others.
According to Virginia Woolf, “law and custom were of course largely responsible for these strange intermissions of silence and speech”. Other important factors include education and language. These play an important part in constructing, legitimising and perpetuating certain stereotypes which are based on labelling and categories. These categories are constructed in such a manner that one category appears superior while the other looks inferior, e.g. good and bad, superior and inferior, etc.
The makers of these categories are usually the dominant groups in society who possess the discourse and ‘legitimate knowledge’. This legitimacy of knowledge is certified by the socially accepted educational institutions in society. The hegemony coming from educational institutions through a certain brand of education is so powerful that Bourdieu rightly calls it ‘symbolic violence’.
Class differences, boundaries and categories are constructed and perpetuated by the educational system in an effective manner. The market value of students taking their ‘A’ level exam is far greater than of those who sit for local intermediate exams. Similarly, private educational institutions are more in demand than public-sector institutions. Education that needs to lead us to bridge the differences is not only sustaining them but is also widening the gap. Ultimately, people with meagre resources are excluded as they are deprived of the opportunity of getting into such educational institutions.
In Pakistan, we see an educational system which is full of segregations. There are public schools, elite English-medium schools, cadet colleges, forces’ educational institutions (army public schools, fazaia schools, etc), Urdu-medium schools, lower English-medium schools and street schools. Then we have schools for the elite ruling class like Aitchison College and Lawrence College that only the children of elite class can enter. These different segregated educational systems are strengthening class boundaries.
There is a serious need to reduce the artificial differences which are being constructed and perpetuated by education and our social practices. This, we must appreciate, is a challenging task. Every government announces its intention of introducing a one-uniform system of education in Pakistan with an identical curriculum for all institutions. But like many other political statements this has not been implemented, the reason being that we cannot plan effective strategies in education unless we recognise socio-political realities.
Education cannot be improved in isolation unless there is support available from the socio-political set-up in the country. This fact must be kept in view while planning projects for the qualitative improvement of education. One central problem with Pakistan’s educational system is that all major decisions at the policy and implementation levels emanate from the rulers’ short-term political interests. There is a lack of consistency in policies. Every new government, instead of improving implementation, immediately embarks on the preparation of a new education policy.
One of the reasons for not achieving the goal of meaningful and sustainable change is ad hoc political arrangements which encourage gimmicks in the name of educational change. The result is that the existing educational system is still acting as a catalyst for the process of exclusion and widening class differences.
The writer is director of Centre for Humanities and Social Sciences at Lahore School of Economics and author of Rethinking Education in Pakistan.
shahidksiddiqui@yahoo.com


Improving public services
By Dr Iram Khan
THE previous government’s priority was economic growth. There was hardly a day when this mantra was not repeated in the media.
Howsoever sound the macro-economic fundamentals for the rich, the poor could not identify themselves with ‘Glossy Pakistan’. Acute shortages of essential food items and price hikes on election eve, whether orchestrated or real, put the final nail in the coffin of the previous government.
The new government has not started with tabula rasa or a clean slate. It carries historical baggage and is conditioned by the global economic and business environment. However, it can still take steps to improve public services for the poor. The basic issue here is not the availability of resources. Rather in most cases, the infrastructure is there.
We have hospitals, Basic Health Units and schools built not only in urban but also in many rural areas. These may not be of a high standard, but most of them do have the basic amenities available. The issue is not ‘hardware’ but ‘software’ — management of the available resources.
It is not that the buildings or desks or chairs are not important. Our primary complaint is about the quality of the syllabus and teachers. In a government hospital, what pinches us is the fact that we feel ignored and insulted when we visit one. In our big cities, decent public transport is like the emperor’s new clothes. Not many can see government contribution to it. There is a need to re-engineer the way public services are delivered to the people.
Education: Anyone who has the means would send his kids to a private school. We all know and observe that most private schools have been housed in rented buildings meant for residence. The teachers are mostly girls who may not even be graduates. In most of the cases, they are not well-paid either. However, since these schools work in a ‘market’, they cater for the needs of their ‘clients’. Teaching of English and/or the Quran is made available from day one and we are made to believe that our children are given personal attention. We are also confident that the teacher will not be absent from class.
Compare the private schools to government schools. Buildings are likely to be old and the furniture shabby. In many instances, buildings may be insufficient and furniture totally missing. That is a cause for worry, but what is more mortifying to note is that teachers in most cases are least interested in teaching. English, which is now synonymous with good education, is not given priority.
There is no arrangement for nadhra or hifz of the Quran. The schools, in other words, do not cater for the demands of the market. They are free but a choice of the last resort.
What we need to do is to create a synergy between providers and customers. Change the syllabus in line with the needs of the day. Improve the quality of teachers by paying them better salaries. Every year, we waste millions of rupees on donor-funded projects, but continue to pay the teachers meagre salaries. It is time to create a different salary structure for them and make this job a first choice for the best minds.
There is a need to activate parent-teacher councils that are supposed to exist with designated functions and responsibilities. Only parents of students studying in that school should be its members. These councils should act as a liaison between parents, schools and the education department, and give a sense of ownership and participation to everyone.
Teachers should be recruited for schools and not for the district/province. The present practice of transfers should be abolished. It will give the policymakers some time to think about education policy and strategy.
Health: Our government hospitals are chaotic like our traffic on the road. Visit to a government hospital means spending the whole day there. No doubt, there is a need for walk-in clinics, but it should also be possible to book an appointment on a time and date mutually convenient. We must also have a patient’s charter that defines the rights and responsibilities of both the hospital and the patient.
All over the world, public private partnership has been adopted to upgrade facilities in hospitals. Expensive medical equipment is procured by the private sector and is used in a government hospital for a fee. We should also capitalise on its potential to the advantage of the common man.
Public transport: When it comes to public transport, we will undoubtedly be at the bottom of any league table. Consumers have been left at the mercy of the transport mafiosi whose lobby has scuttled every attempt to regulate them. Availability of a decent integrated public transport is a litmus test for the effectiveness of any government in this country. Cities like Karachi, Lahore, Faisalabad and Rawalpindi/Islamabad are bursting at the seams and there is no respite from the daily ordeal of the public transport mess. Neither underpasses nor overhead bridges will help resolve the problem of the poor. Signal-free corridors are for the rich to whiz past in their cars.
The poor need underground/overhead metro. They need new and modern buses. There have been tall claims by every government, but nothing came out of any initiative. If nothing is possible, the government should at least take one step: it should make it mandatory for everyone responsible for the public transport system in the city to use it everyday. None of them must use official or private cars under any circumstances.
We do not need greenfield projects like New Islamabad Airport. The image of a country is built more by its healthy and educated working class than grand projects. Even otherwise, a democratically elected prime minister should be more interested in the general welfare of the many rather than a few. There is no shame if we do not have the best airport in the capitals of the world, but it is a real disgrace if the capital of the country cannot boast of a couple of government schools that are everyone’s first choice.
The prime minister, I hope, knows that people are not fools; they understand when a government takes decisions for their benefit. He can hope that improvement in the provision of public services will, in the long run, compensate for the rise in fuel and food prices in the country.
The writer is a Visiting Fulbright Scholar from Islamabad, currently based in the University of Florida.
iramkhan@fulbrightweb.org


