Education and Extremism: Examining Political Socialization in Pakistani Madrassas

Education is not only a means to acquire knowledge; it plays a fundamental role in shaping individuals and societies. It fosters holistic societal development by instilling moral values, enhancing cognitive abilities, and fostering social and political awareness. Within the educational context of South Asia, a controversial educational system exists: the madrassa. Since the 9/11 attacks, madrassas have become associated with extremism and terrorism, leading to intense scholarly and media scrutiny and debate. Amidst numerous assertions about the role of madrassas in promoting extremism, this research endeavour aims to demystify the connections between madrassas, political socialization and extremism. Focus group discussions were utilized to obtain relevant qualitative information from students across six madrassas in Khyber-Pakhtunkhwa, Pakistan. The data collected were subjected to thematic analysis to derive fruitful conclusions. This facilitated the identification of recurring patterns and emerging themes. Subsequently, the findings underwent thorough review, interpretation, and discussion, juxtaposed against relevant literature to ensure academic rigour and depth of analysis. The study revealed several significant findings, notably the widespread dissatisfaction among madrassa students with the current political system in Pakistan, accompanied by a strong desire for comprehensive reform. Most students expressed a firm commitment to fostering political change through nonviolent and democratic means within the existing framework. However, a minority of students exhibited extremist ideologies, highlighting the nuanced ideological landscape within madrassas. Overall, the study elucidates the complex relationship between political socialization and education within madrassas, offering valuable insights for policymakers, educators, and researchers to deepen their understanding of the subject.

URI

https://bradscholars.brad.ac.uk/handle/10454/20936

Type

Thesis

Qualification name

PhD