Rabea Malik

ABSTRACT As policy efforts focus on improving teaching practice and learning in increasingly diverse classrooms in Pakistan’s schools, there is a need to document and understand teachers’ practices with low-performing students and those with disabilities. This article i) highlights variations in teachers’ classroom practices, and ii) engages in an analysis of teachers’ beliefs and how these shape their practices.

It’s an intuitive notion: Educate people more, and they become less swayed by extremist ideologies. But the evidence on education and support for terrorism paints a more complicated picture. Madiha Afzal, an assistant professor at the University of Maryland’s School of Public Policy, has mined through public opinion surveys to parse out where years of education matter, and where they don’t. She argues that providing education alone won’t be enough to reduce support for terrorism in Pakistan.