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dc.contributor.advisorAnand, Prathivadi B.
dc.contributor.advisorMdee (nee Toner), Anna L.
dc.contributor.authorAkhtar, Waheed*
dc.date.accessioned2013-11-04T11:15:17Z
dc.date.available2013-11-04T11:15:17Z
dc.date.issued2012
dc.identifier.urihttp://hdl.handle.net/10454/5659
dc.description.abstractIn recent years, madrassahs and their education systems in many developing countries - and specifically in Pakistan - have attracted much attention from researchers and policymakers at the local and international level. The main focus has been on the reform of madrassahs, their political activism and, more specifically, studies which attempted to investigate their alleged links with militancy. Moreover, madrassah education has been questioned for its relevance to the contemporary needs of individuals and societies. However, despite focusing on many dimensions of madrassahs, few studies have tried to understand madrassah education within the economic, socio-religious and cultural context of Pakistan. A number of publications have reached generalised conclusions about the madrassah education system in Pakistan. Inspired by this, and by adopting qualitative research methods, this study focused on two main research questions:(a) Why do people prefer a madrassah education and what type of factors shape their preference? (b) What are the socio-economic impacts of a madrassah education on individuals and at community level? Researcher conducted a field study of more than six months in the Chach (Attock) region of Pakistan. Different students, parents, madrassah teachers and key informants were interviewed to collect required informations. The findings of the study revealed that different economic backgrounds, parental religious interests, individuals¿ personal religious interests, and social norms and cultural values shape preferences for a madrassah education. Moreover, this study also revealed that there exist various socio-economic impacts of a madrassah education on individuals and at community level. However, a madrassah education has often caused conflict in communities. The study shows that while a madrassah education creates barriers to achieving modern skills and incomes, its social benefits are valuable for those living within socio-cultural constraints in rural areas. Specifically, it enhances the social status and agency of women. The study also shows that madrassah education is an opportunity for those who otherwise would have no other option to study. This study concludes that there is a need to re-think madrassah education within the economic, social, cultural and religious context of Pakistan. This study has practical implications for practitioners, madrassahs and researchers, and it also suggests further research related to madrassah education.en_US
dc.language.isoenen_US
dc.rights<a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" /></a><br />The University of Bradford theses are licenced under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Licence</a>.eng
dc.subjectMadrassahsen_US
dc.subject; Educationen_US
dc.subject; Islamic educationen_US
dc.subject; Socio-economic impacten_US
dc.subject; Qualitative researchen_US
dc.subject; Communityen_US
dc.subject; Education and developmenten_US
dc.subject; Chach; Pakistanen_US
dc.titleUnderstanding Madrassah Education and Its Impacts. A Case Study of Chach (Attock) region in Pakistanen_US
dc.type.qualificationlevelDoctoralen_US
dc.publisher.institutionUniversity of Bradfordeng
dc.publisher.departmentBradford Centre for International Developmenten_US
dc.typeThesiseng
dc.type.qualificationnamePhDen_US
dc.date.awarded2012
refterms.dateFOA2018-07-19T11:57:59Z


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