Global Influence, Local Impact: Education Shaping Pakistani Women

Abstract

This article examines the critical role of girls' education in global policies aimed at empowering women. Education reform, positioning women as agents of change, has become a fundamental agenda for developing countries in embracing globalization and transnational neoliberal development. Despite acknowledging the importance of girls' education, patriarchal ideologies persist. Mothers are expected to create supportive educational environments at home and actively manage their daughters' educational affairs. Women who work and uphold traditional gender roles are often praised, reinforcing socio-cultural practices that limit women's opportunities. These dynamics highlight the complex interplay between education and gender within a patriarchal society. The motivation of girls to educate themselves and enter the workforce, securing their own income, aligns with globalized norms but also internalizes patriarchal concepts, equating true empowerment with financial independence. This paper explores how Pakistani women in their mid-twenties to mid-thirties have internalized the global narrative of empowerment through education and human rights discourses. By examining the discourse on education as a tool for empowerment, the paper depicts how Pakistani women have transformed into global citizens, viewing themselves as harbingers of change while remaining rooted in postcolonial and cultural ideals of womanhood. Utilizing mixed methods, the study engages in textual analysis and ethnographic research, including participation and observation, to develop an analytical comprehension of the interlocutors' perspectives. Data was primarily gathered during PhD field research from 2016 to 2020. The findings underscore the necessity of education for women's empowerment, highlighting both the progress and ongoing challenges in the context of global and local narratives.