Discursive analysis of policies, the interaction of class inequalities with educational outcomes, education and social inclusion, media and development discourses
Ms. Maleeha Sattar has over four years of university teaching experience. She has worked in Social Sciences Department of Iqra University, Islamabad. She has also taught as a visiting faculty member at Humanities and Social Sciences Department at Bahria University, Islamabad. Reflective of her multidisciplinary background she has taught following courses: Social Change and Development Issues, Politics of Development in Pakistan, Politics of Developing Countries, Development Aid: Theory and Practice, History of Development, Introduction to Development Studies, Media and Politics and Media and Research.
For almost two years she has been assisting The Citizen Foundation to hire principals in the schools of the North West Region. Prior to joining academia, she has worked for three years as a Monitoring and Evaluation consultant on projects commissioned by well-reputed NGOs, INGOs and public sector organizations. In this capacity, some of the major projects she worked on dealt with broader areas of health and livelihoods of Afghan refugees, skill development of rural youth in South Punjab, monitoring service delivery standards for maternal and neo-natal child healthcare program, and evaluating the efficacy of tuberculosis Advocacy, Communication and Social Mobilization (ACSM) activities.
In her recent academic study employed critical social analysis as a methodological strategy and problematized the gatekeeping role of English as a compulsory subject in Pakistan. For her six-month qualitative fieldwork, she interviewed secondary school students of private and public institutes and evaluated the implicit and explicit language policies in schools from the perspective of adolescents facing the repercussions of these policies. She also analyzed data of selected secondary boards which showed during the last 10 years, on average, 32% students fail in English compulsory every year. Her fieldwork showed that in the context of differential access and quality of English learning opportunities, English compulsory acts as an academic gatekeeper and unfairly marginalizes or excludes students from low socio-economic backgrounds. Based on her findings, she has recently contributed a chapter on the Gatekeeping Role of English in Pakistan’s Education System in a forthcoming book titled Reforming School Education in Pakistan and the Language Dilemma. Currently, she is doing a discursive analysis of the educational policies in Pakistan.
Maleeha Sattar has a multidisciplinary background. She has done her MPhil in Development Studies from Pakistan Institute of Development Economics, Islamabad. Her Masters is in Communication Studies with a specialization in Print Media and Mass Communication Theory. She did her BA from Forman Christian College with English Literature and Psychology as majors.