The term “Political Economy” is widely used in educational topics and discussions, let it be in the shape of the political economy of development, the political economy of trade, or the political economy of media. Political Economy is an interdisciplinary approach whereby Political science, economics, history, and sociology are used to examine how political institutions and the economic system influence each other. This field is conducive in signifying how all decisions and actions are politically and economically motivated. However, one sphere that often gets ignored whilst donning the lens of political economy is education itself. From schools to universities and public institutions to private groups, the role of political economy in shaping the learning experience is crucial and dictates how opinions and mindsets are shaped and curated. The ongoing Genocide in Gaza and the resulting stance that several Universities in the USA have taken highlight the critical importance of the political economy of education.
The political economy of education can be distilled into two main factors, namely political and economic, which interact and play a major role in shaping the transmission of education.
Political Factors:
Governments have a significant role in shaping the education experience, they set the education policies and ideological stances which are perpetuated. Universities in the USA for example, operate in a certain political environment that is very explicitly pro-Israel, their actions against protests and the unjust disciplinary punishments given to those indulging in basic human rights activism are a testament to the political environment they operate in. Similarly in Pakistan as well, political influence in education is fairly evident. The example of a Single National Curriculum is conducive to showcasing the control and influence governments have or seek to have. The committee assigned to make the curriculum constituted mainly of Islamic scholars and thus the proposal presented by the committee was influenced heavily by their narratives and beliefs. Even disciplines like biology were censored and trimmed to ensure all that is taught coincides with their interpretation of Islam and social values. Similarly, Pakistan studies books have long been exposed to criticism for over-glorifying the military victories of the nation and distorting the reality of what actually happened. Many important historical events are sugar-coated and presented in an overly optimistic manner.
Economic Factors:
Economic factors determine the resources available for educational institutions. At a government level, the distribution of financial resources impacts the availability and quality of education. Major Cities are given most of the education budget and the rural population is often ignored, depriving them of their right to quality education. Moreover, private schools charge a hefty fee, limiting education to only those of a certain economic stature. Furthermore, in the case of universities, they are heavily reliant on funding, let it be government grants, donations, or sponsorships from corporations. Often these funding sources have strong political views and thus universities are compelled to prioritize policies that are in line with the views of their stakeholders to maintain strong financial relationships. Most Universities in the USA are heavily funded by Pro-Israel donors or corporations, the arrest of students at peaceful protests and suspension and denial of diplomas is merely an attempt to satisfy the donors and to maintain a forced outlook that is Pro-Israel, even though it comes at the expense of the curtailment of free speech and academic freedom.
It thus becomes necessary to question whether education as an act is unbiased and nondiscriminatory. How are policies made? Whose interests are prioritized? Who controls the resources? Are funding and donations a noble act or are they means to a transaction? All these questions amalgamate the principles of the political economy of education. More critical examination and advocacy are required to not only further understand and comprehend the external influences on education but to also ensure that education remains to serve as a tool to foster empowerment and equity rather than maintaining the existing power structures.