The negotiations of Pakistani mothers’ agency with structure: towards a research practice of hearing ‘silences’ as a strategy

References

• Ali, N. 2011. “Out of School Children in Punjab: Looking at Access & Equity.” ASER Pakistan (blog). Notes on ASER.
   Google Scholar
• Ali, R. 2015. “Rethinking Representation: Negotiating Positionality, Power and Space in the Field.” Gender, Place & Culture 22 (6): 783–800.
   Web of Science ®Google Scholar
• Arnot, M., and A. Naveed. 2014. “Educational Outcomes Across the Generational and Gender Divide: The Rural Family Habitus of Pakistani Families Living in Poverty.” Gender and Education 26 (5): 505–523.
   Web of Science ®Google Scholar
• Ashraf, D., and I. Farah. 2007. “Education and Women’s Empowerment: Re-Examining the Relationship.” Education, Gender and Empowerment: Perspectives from South Asia, 15–31.
   Google Scholar
• Bartky, S. L. 2015. Femininity and Domination: Studies in the Phenomenology of Oppression. New York: Routledge.
   Google Scholar
• Bhabha, H. K. 2004. The Location of Culture. London: Routledge.
   Google Scholar
• Bhatti, F., and R. Jeffery. 2012. “Girls’ Schooling and Transition to Marriage and Motherhood: Exploring the Pathways to Young Women’s Reproductive Agency in Pakistan.” Comparative Education 48 (2): 149–166.
   Web of Science ®Google Scholar
• Bourdieu, P.. 1986. “The Forms of Capital.” In Handbook of Theory and Research for the Sociology of Education, edited by John G. Richardson, 241–258. Westport, CT: Greenwood.
   Google Scholar
• Bourdieu, P. 1990. The Logic of Practice. Stanford, CA: Stanford University Press.
   Google Scholar
• Bureau Report. 2002, October 15. NGOs Concerned over Election Results. DAWN.COM. http://beta.dawn.com/news/61799/peshawar-ngosconcerned-over-election-results.
   Google Scholar
• Conradie, I. 2013. “Can Deliberate Efforts to Realise Aspirations Increase Capabilities? A South African Case Study.” Oxford Development Studies 41 (2): 189–219.
   Google Scholar
• Conradie, I., and I. Robeyns. 2013. “Aspirations and Human Development Interventions.” Journal of Human Development and Capabilities 14 (4): 559–580.
   Web of Science ®Google Scholar
• Coughlan, S. 2015, January 6. “Global School Terror Attacks Rising.” BBC News. https://www.bbc.com/news/education-30684463.
   Google Scholar
• Crenshaw, K. 1991. “Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color.” Stanford Law Review 43: 1241.
   Google Scholar
• Das, V. 2014. “Action, Expression and Everyday Life: Recounting Household Events.” The Ground Between: Anthropologists Engage Philosophy, 279–306.
   Google Scholar
• DeJaeghere, J. 2018. “Girls’ Educational Aspirations and Agency: Imagining Alternative Futures Through Schooling in a Low-Resourced Tanzanian Community.” Critical Studies in Education 59 (2): 237–255.
   Web of Science ®Google Scholar
• Deneulin, S., and L. Shahani. 2009. An Introduction to the Human Development and Capability Approach: Freedom and Agency. Sterling, ON: Earthscan; International Development Research Centre.
   Google Scholar
• English, L. M. 2005. “Third-Space Practitioners: Women Educating for Justice in the Global South.” Adult Education Quarterly 55 (2): 85–100.
   Web of Science ®Google Scholar
• Fricker, M. 2003. “Epistemic Justice and a Role for Virtue in the Politics of Knowing.” Metaphilosophy 34 (1–2): 154–173.
   Web of Science ®Google Scholar
• Gilligan, C. 1977. “In a Different Voice: Women’s Conceptions of Self and of Morality.” Harvard Educational Review 47 (4): 481–517.
   Google Scholar
• Gottfredson, G. D. 2002. “Interests, Aspirations, Self-Estimates, and the Self-Directed Search.” Journal of Career Assessment 10 (2): 200–208.
   Web of Science ®Google Scholar
• Government of Pakistan. 2017. “National Education Policy 2017.” National Education Policy, 2017–2025. Ministry of Federal education and Professional Training.
   Google Scholar
• Hansen, L. 2019. “Reconstructing the Silence/Speech Dichotomy in Feminist Security Studies.” In Rethinking Silence, Voice and Agency in Contested Gendered Terrains, edited by J. Parpart and Parashar Swati. London: Taylor & Francis.
   Google Scholar
• Hart, C. S. 2012. Aspirations, Education and Social Justice: Applying Sen and Bourdieu. London: A&C Black.
   Google Scholar
• Hussain, S. 2020. “Bhal Suwali, Bhal Ghor: Muslim Families Pursuing Cultural Authorization in Contemporary Assam.” Gender and Education, 1–17.
   Web of Science ®Google Scholar
• Jafar, A. 2005. “Women, Islam, and the State in Pakistan.” Gender Issues 22 (1): 35–55.
   Google Scholar
• Khader, S. J. 2018. “Decolonizing Universalism: A Transnational Feminist Ethic.” Studies in Feminist Philosophy.
   Google Scholar
• Khan, R., and A. Karamat. 2005. Bargaining Over Sons’ and Daughters’ Schooling-Probit Analysis of Household Behavior. Working Paper 01-05.
   Google Scholar
• Khan, A., and N. Kirmani. 2018. “Moving Beyond the Binary: Gender-Based Activism in Pakistan.” Feminist Dissent (3): 151–191.
   Google Scholar
• Khoja-Moolji, S. 2018. “Why is Malala Such a Polarising Figure in Pakistan.” Al Jazeera 1.
   Google Scholar
• Khurshid, A., and A. Saba. 2018. “Contested Womanhood: Women’s Education and (Re) Production of Gendered Norms in Rural Pakistani Muslim Communities.” Discourse: Studies in the Cultural Politics of Education 39 (4): 550–563.
   Web of Science ®Google Scholar
• Koffman, O., S. Orgad, and R. Gill. 2015. “Girl Power and ‘Selfie Humanitarianism.” Continuum 29 (2): 157–168.
   Web of Science ®Google Scholar
• Lau, M. 2006. The Role of Islam in the Legal System of Pakistan. London: Brill Nijhoff.
   Google Scholar
• Mackenzie, C., and N. Stoljar. 2000. Relational Autonomy Feminist Perspectives on Autonomy, Agency and the Social Self. New York: Oxford University Press.
   Google Scholar
• Madhok, S., A. Phillips, K. Wilson, and C. Hemmings. 2013. Gender, Agency, and Coercion. London: Springer.
   Google Scholar
• Mahmud, S., N. Shah, and S. Becker. 2012. “Measurement of Women’s Empowerment in Rural Bangladesh.” World Development 40 (3): 610–619.
   PubMed Web of Science ®Google Scholar
• Manion, C. 2007. “Feeling, Thinking, Doing: Emotional Capital, Empowerment, and Women’s Education.” Recapturing the Personal: Essays on Education and Embodied Knowledge in Comparative Perspective, 87–109.
   Google Scholar
• Manion, C., and P. Shah. 2019. “Decolonizing Gender and Education Research: Unsettling and Recasting Feminist Knowledges, Power and Research Practices.” Gender and Education 31 (4): 445–451. doi:https://doi.org/10.1080/09540253.2019.1596392.
   Web of Science ®Google Scholar
• Mignolo, W. D., and C. Walsh. 2018. “The Conceptual Triad.” Chap. 6 in On Decoloniality, edited by Walter D. Mignolo, 135–152. Durham, NC: Duke University Press.
   Google Scholar
• Naz, A., U. Daraz, W. Khan, T. Khan, S. Muhammad, and H. Muhammad. 2013. “A Paradigm Shift in Women’s Movement and Gender Reforms in Pakistan (A Historical Overview).” Global Journal of Human-Social Science Sociology Research 13: 1.
   Google Scholar
• Noureen, G. 2015. “Education as a Prerequisite to Women’s Empowerment in Pakistan.” Routledge, Women’s Studies 1: 44.
   Google Scholar
• Parpart, J. L., and S. Parashar. 2019. Rethinking Silence, Voice and Agency in Contested Gendered Terrains. New York: Routledge.
   Google Scholar
• Sen, A. 1995. “Gender Inequalities and Theories of Justice.” In Women, Culture and Development: A Study of Human Capabilities, edited by N. Martha and J. Glover, 259–273. Oxford: Oxford University Press.
   Google Scholar
• Sen, A. 1999. Commodities and Capabilities. Delhi: Oxford University Press.
   Google Scholar
• Shah, P., and A. Khurshid. 2019. “Muslim Womanhood, Education, and Empowerment: Ethnographic Reflections from Pakistan and India.” Gender and Education 31 (4): 458–474.
   Web of Science ®Google Scholar
• Sharma, G., and C. Wotipka. 2019. “Mothers’ Gendered Aspirations for Their Children: A Case Study of Forbesganj, Bihar.” Compare: A Journal of Comparative and International Education 49 (3): 358–374.
   Web of Science ®Google Scholar
• Starhawk. 1987. Truth or Dare: Encounters with Power Authority, and Mystery. New York: Harper & Row.
   Google Scholar
• Sylvester, C. 2019. “Voice, Silence, Agency, Confusion.” In Rethinking Silence, Voice and Agency in Contested Gendered Terrains, edited by Jane L. Parpart and Swati Parashar, 16–26. New York: Routledge.
   Google Scholar
• Uchendu, U., G. Roets, and M. Vandenbroeck. 2019. “Mapping Constructs of Gender in Research on Igbo Women in Nigeria: Embracing a Southern Feminist Theoretical Perspective.” Gender and Education 31 (4): 508–524.
   Web of Science ®Google Scholar
• Unterhalter, E. 2014. “Thinking About Gender in Comparative Education.” Comparative Education 50 (1): 112–126.
   Web of Science ®Google Scholar
• Unterhalter, E. 2019. “An Other Self? Education, Foreignness, Reflexive Comparison and Capability as Connection.” Comparative Education 56 (1): 3–19.
   Web of Science ®Google Scholar
• Warrington, M., and S. Kiragu. 2012. ““It Makes More Sense to Educate a Boy”: Girls “Against the Odds” in Kajiado, Kenya.” International Journal of Educational Development 32 (2): 301–309.
   Web of Science ®Google Scholar