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This qualitative study analyses the discourses of "Islamic Studies" textbook to problematise its role in schoolchildren's radicalisation, and normalisation of violence, in the post 9/11 situation in the Taliban's stronghold, South Waziristan. The textbook findings are further substantiated by the field data collected from 40 students of grades 9 and 10, who studied the sampled textbook in the post 9/11 situation. Students' perspectives, which relate their pedagogical experiences of the textbook in public schools, were gathered employing 16 in-depth individual interviews and 8 focus group discussions. Taking insights from Apple and Ball's concepts of 'legitimate knowledge' and 'normalisation' respectively, the findings suggest that the sampled textbook strongly inspired a particular kind of "Jihad" (holy war), created hate-based 'believers/Muslims' versus 'non-believers/"Kuffar'" binaries, and profiled communities in opposition to each other. The students strongly identified with the discursive textbook representations, and participated in "Jihad" both as the Taliban commanders and foot soldiers. Some of them died young, however, the majority survived of which some recanted. Notwithstanding external influences, the study underlines the role that the textbook discourses and their pedagogical practices in schools played in radicalising the whole generation of schoolchildren and normalising the Taliban fronted violence in Pakistan's tribal areas.

Background: Co-morbidity of depression with other non-communicable diseases (NCDs) worsens clinical outcomes for both conditions. Low- and middle-income countries need to strengthen mechanisms for detection and management of co-morbid depression within NCDs. The Behavioural Activation for Comorbid Depression in Non-communicable Disease (BEACON) study explored the acceptability and feasibility of integrating a brief depression intervention (behavioural activation, BA) into NCD services in healthcare facilities in Bangladesh and Pakistan. Methods: Face-to-face qualitative interviews were conducted with 43 patients and 18 health workers attending or working in NCD centres in four healthcare facilities in Bangladesh and Pakistan, and with three policy makers in each country. The interviews addressed four research questions (1) how NCD care is delivered, (2) how NCD patients experience distress, (3) how depression care is integrated within NCD provision, and (4) the challenges and opportunities for integrating a brief depression intervention into usual NCD care. The data were analysed using framework analysis, organised by capability, opportunity and motivation factors, cross-synthesised across countries and participant groups. Results: Patients and health workers described NCD centres as crowded and time pressured, with waiting times as long as five hours, and consultation times as short as five minutes; resulting in some patient frustration. They did not perceive direct links between their distress and their NCD conditions, instead describing worries about family and finance including affordability of NCD services. Health worker and policy maker accounts suggested these NCD centres lacked preparedness for treating depression in the absence of specific guidelines, standard screening tools, recording systems or training. Barriers and drivers to integrating a brief depression intervention reflected capability, opportunity and motivation factors for all participant groups. While generally valuing the purpose, significant challenges included the busy hospital environment, skill deficits and different conceptions of depression. Conclusions: Given current resource constraints and priorities, integrating a brief psychological intervention at these NCD centres appears premature. An opportune first step calls for responding to patients' expressed concerns on service gaps in provisioning steady and affordable NCD care. Acknowledging differences of conceptions of depression and strengthening psychologically informed NCD care will in turn be required before the introduction of a specific psychological intervention such as BA. [ABSTRACT FROM AUTHOR]

Historically, education has largely been used for political gains and to strengthen positions of power. Similarly, ruling elites in Pakistan achieve their political interests by using education as a tool. This study problematised the religious content in the secondary school science textbooks of the national curriculum. This was illustrated in the context of the post-conflict scenario of 11 September 2001 (9/11) in the newly merged tribal districts of Khyber Pakhtunkhwa, Pakistan. A thematic analysis of the content of the science textbooks (physics and biology) was used to develop the findings of this study. This was supported by field data gathered from students' experiences and interactions with the sample textbooks. By incorporating Foucault's concept of the 'regime of truth' and Talbani's conceptualisation of Islamisation, the study found the use of the Qur'anic verses in the sampled textbooks to be influential 'technologies of power and self' to Islamise science and scientify Islam to prove it as a scientific religion. In addition, it makes education increasingly irrelevant to changing socio-economic realities and aspirations among students. Contribution: The study can contribute both to theory and practice. By Islamising science education and instilling obscurantism in textbooks for schools, there is a substantial sociopolitical impact, as well as a negative impact on students' critical thinking skills. The policymakers and actors in the Pakistani education system should therefore pay close attention to this issue. Unless the current educational system is changed, a number of generations will experience stunted growth that will be nearly impossible to reverse in the future. [ABSTRACT FROM AUTHOR]