[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600360-105":59,"doc-detail-600360-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","current-issues-in-comparative-education-cice-volume-25-issue-2-special-issue-2023-600360","Current Issues in Comparative Education (CICE) - Volume 25 - Issue 2 - Special Issue 2023","","Current Issues in Comparative Education (CICE), Volume 25, Issue 2, Special Issue 2023, presents research on how coloniality shapes language-in-education policies and learner identities in Pakistani secondary schooling. Based on semi-structured interviews with high school seniors and recent graduates, the study examines everyday interactions governed by intersecting modern/colonial structures. Findings indicate students both internalize dominant colonial ideologies and act as sites of decolonial resistance, with experiences mediated by class, gender, ethnicity, and linguistic background.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/current-issues-in-comparative-education-cice-volume-25-issue-2-special-issue-2023-600360/600360/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/current-issues-in-comparative-education-cice-volume-25-issue-2-special-issue-2023-600360/600360.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper investigate about language policies in Pakistani schools?","Question",{"text":112,"@type":113},"It investigates student experiences of language-in-education policies through colonial processes, focusing on how everyday school interactions relate to colonial power structures.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the study conducted?",{"text":117,"@type":113},"The research draws on semi-structured interviews with Pakistani high school seniors and recent graduates to explore how they experience and interpret language-related practices.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about students’ responses to colonial hierarchies?",{"text":121,"@type":113},"The findings suggest students internalize dominant colonial ideologies while also constituting key sites for decolonial resistance, shaped by socioeconomic class, gender, ethnic and linguistic background.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600360,1792171034,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Current Issues in Comparative Education (CICE), Volume 25, Issue 2, Special Issue 2023  \nColoniality, Resistance, and Reimagining the Future: Exploring the Influence of Language Policies on Learner Identities in Pakistani Schools  \nShizza Fatima  \nStanford University  \nThis paper explores student experiences of language-in-education policies through the lens of colonial processes and traces such logic as they operate through educational institutions. Drawing on semi-structured interviews of high school seniors and recent graduates, I investigate how students in Pakistani secondary schools interact with intersecting modern/colonial structures that rationalize existing hierarchies of power along colonial, racial/ethnic, and gendered lines. The fi ndings suggest that students have internalized dominant colonial ideologies and they also constitute key sites for decolonial resistance at the same time. Student experiences of colonial hierarchies in the school were mediated by their socioeconomic class, gender, ethnic and linguistic background. However, despite internalizing dominant hierarchies, many students understood their experiences through the framing of colonial power structures, which simultaneously positioned them as potential actors for decolonial resistance. In this paper, I analyze their experiences in detail, and in doing so, this study adds to the growing voices in the field of international and comparative education that critically examine the role of modern/colonial formations in the structuring of education globally.  \nKeywords: coloniality, Pakistan, decolonial resistance, language of instruction, education policy  \nIntroduction  \nInterviewer: Does your school have language rules? Shahid:1 Yes. In our [English-medium] school, anyone caught speaking a language other than English was made to deliver a one-minute speech in front of the whole school during the next day’s morning assembly. One girl used her speech to criticize the administration, [saying] that forcing students to give a speech for violating the language rules was humiliating. The admin turned her mic off, but the whole crowd was cheering. She was expelled.  \nSince the state apparatus in Pakistan continues to operate on colonial structures, English remains the language of official work and holds considerable currency in the labor market. Social class and upward mobility, including access to higher education and well-paying jobs, are determined through proficiency and education in English  \n(Rahman, 2004) . In the education sector, colonial-era policies have divided schooling into 1 All names of people and places are pseudonyms.  \n© 2023, Fatima. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4 . 0), which permits unrestricted use, distribution, and reproduction, provided the original author and source are credited. Current Issues in Comparative Education 25(2), 79-99.  \nFatima  \ntwo distinct streams. Higher education institutions and private schools provide education in the English language, whereas government schools employ Urdu, the national language, as the medium of instruction (Coleman, 2010) . Such division along language lines, in addition to the unequal distribution of resources between public and private secondary schools, has formed deep tracks within the education system, making English-medium synonymous with high-quality and upper class, and Urdu-medium with low-quality education for the poor (Shamim, 2011) .  \nWhile economic disparities arising from unequal access to education are compounded by two-tiered language-in-education policies (Durrani, 2012; Mahboob & Jain, 2016; Mustafa, 2015), educational institutions that are based in colonial ideologies have also been shown to influence learner identities and perceptions of self and others in complex ways (Fanon, 1967; Rahman, 2004; Said, 1994; Shamim & Rashid, 2019) . Although extensively studied in other post-colonial contexts (Fanon, 196","cbCaip9E5AhqYgxH","https://ap.wps.com/l/cbCaip9E5AhqYgxH","pdf",263891,21,"English","# Introduction\n# Historical Background: The Colonial Project and English Education","[{\"question\":\"What does the paper investigate about language policies in Pakistani schools?\",\"answer\":\"It investigates student experiences of language-in-education policies through colonial processes, focusing on how everyday school interactions relate to colonial power structures.\"},{\"question\":\"How is the study conducted?\",\"answer\":\"The research draws on semi-structured interviews with Pakistani high school seniors and recent graduates to explore how they experience and interpret language-related practices.\"},{\"question\":\"What do the findings suggest about students’ responses to colonial hierarchies?\",\"answer\":\"The findings suggest students internalize dominant colonial ideologies while also constituting key sites for decolonial resistance, shaped by socioeconomic class, gender, ethnic and linguistic background.\"}]","Current Issues in Comparative Education (CICE) - Volume 25 - Issue 2 - Special Issue 2023 | PDF",1792090535,53]