Ciencia Latina Revista Científica Multidisciplinar

Noviembre-Diciembre, 2023, Volumen 7, Número 6

https://doi.org/10.37811/cl_rcm.v7i6.11036

pág. 9043

Overcoming Challenges of Education: Effects of Structural Violence

and Advances in Quality Education in Colombia and Pakistan

Germany, Egypt and Colombia

ABSTRACT

Far from solely direct, structural violence moves stealthily within the very frameworks of society,

injuring in ways not seen. Its harms manifest not in physical blows but through the architecture

of injustice, through inequities etched into policies, laws, norms. Having this in mind, the main

goal of this paper is to present how structural violence takes place in the sustainable development

goal of Quality Education (SDG4) in Colombia and Pakistan. To make it possible, structural

violence will be defined, as well as the sustainable development goals, and in particular its goal

quality education. Experts outline interlinked recommendations such as sustained investment in

education systems, building societal recognition of education as a human right, engaging

communities to shift discriminatory beliefs and norms, and centering marginalized groups' agency

in political and social reform efforts. A multifaceted approach combining top-down resource

provision and bottom-up consciousness-raising is advocated among other recommendations.

Overcoming structural violence requires transforming systemic structures while simultaneously

shifting societal mindsets perpetuating discrimination in education.

Keywords: structural violence; sustainable development goals; quality education

pág. 9044

Superando Los Desafíos de la Educación: Efectos de la Violencia

Estructural Y Avances en la Educación de Calidad en Colombia Y

RESUMEN

Lejos de ser únicamente directa, la violencia estructural se mueve sigilosamente dentro de los

marcos mismos de la sociedad, dañando de maneras nunca vistas. Sus daños no se manifiestan en

golpes físicos sino a través de la arquitectura de la injusticia, de las desigualdades grabadas en

políticas, leyes y normas. Teniendo esto en cuenta, el objetivo principal de este artículo es

presentar cómo se produce la violencia estructural en el objetivo de desarrollo sostenible de

Educación de Calidad (ODS4) en Colombia y Pakistán. Para hacerlo posible, se definirán la

violencia estructural, así como los objetivos de desarrollo sostenible, y en particular su objetivo

arraigados prejuicios sistémicos y la discriminación socavan la educación de calidad. Los expertos

esbozan recomendaciones interrelacionadas, como la inversión sostenida en los sistemas

educativos, la creación de reconocimiento social de la educación como un derecho humano, la

participación de las comunidades para cambiar las creencias y normas discriminatorias y el centrar

la fuerza de acción en los grupos más marginados por medio de reformas políticas y sociales.

Entre otras recomendaciones, se aboga por un enfoque multifacético que combine la provisión de

recursos de arriba hacia abajo y la sensibilización de abajo hacia arriba. Superar la violencia

estructural requiere transformar las estructuras sistémicas y, al mismo tiempo, cambiar la

mentalidad social que perpetúa la discriminación en la educación.

pág. 9045

INTRODUCTION

This paper aims to focus on identifying and analyzing the main barriers structural violence does

in the accomplishment of the sustainable development goal four (4) about the quality of education.

The main question of this research is “What is the impact of structural violence on the progress

of Quality Education (SDG4) in Colombia and Pakistan?”. In order to give response to it, a deeper

view of structural violence will be presented, sustainable development goals will be identified,

and in particular, sustainable development goal four about the quality of education in Colombia

and Pakistan.

Violence need not manifest in outright brutality to inflict its harms; it can operate through

deprivation and injustice encoded into social architecture. Scholars delineate diverse modalities

able to go to school because of lack of access to the education system, or due to families’ economic

barriers (Lawrence and Karim, 2007). The second way structural violence is manifested is when

people are hurt by the actions of a system or an institution. For example, prisoners may be treated

badly in jail to the point of committing suicide. This way of manifestation of structural violence

is an act of direct violence. The third way is a constant threat such as when people are scared to

speak out because they are afraid of what might happen (Chroback, 2022). This is called dormant

violence, and it can be used to control people even though it is not visible. Within the socio-

political system, structural violence comes up as a pervasive influence. Structural violence,

intrinsically, flourishes within settings marked by prejudice, impoverishment, disparities, and

deeply entrenched systemic prejudices. This is why it is important to explore some of the

pág. 9046

Educational Inequalities: Barriers to Quality Education

Structural violence and educational disparities are closely related in a number of important ways.

These include institutional obstacles to high-quality education. Inequitable access to education

and learning opportunities is frequently caused by systemic discrimination (Noltemeyer, et al,

2012) against low-income minorities (Darling-Hammond, 1998), and marginalized identity

groups (Yoon and Lubienski, 2017). “Common examples of structural violence include racism,

sexism, poverty, hunger, discriminatory policing, and health inequalities” (Dutta, et al, 2016, p.

2). Lack of access to education is intimately associated with structural violence, which is

represented by race, gender, caste, indigeneity, and economic inequality.

Additionally, underfunded schools in disadvantaged districts perpetuate cycles of limited

childhood adversities resulting from social structures and relationships impact children's bodily

systems and brain development through recurrent stress. These socially patterned biological

processes influence social reproduction. Social support and interventions can prevent or

compensate for the early biological effects of toxic social environments (McEwen and McEwen,

2017, p. 445).

Physical and sexual attacks on students and teachers often happen because of unfair systems and

bad attitudes towards different identities. Also, not teaching minority-language students in their

own language and using lessons that only focus on one culture make it hard for them to feel

connected and learn properly (Howes, 2016). These things are big walls that stop students from

getting a good education. And when people try to speak up for fair education, they might get in

pág. 9047

making positive changes (Sharif, et al, 2022). It shows that there are big problems in education

that need fixing so that everyone can learn in a fair and inclusive way.

In essence, barriers to education access and quality education reinforce the status quo of inequality

across racial, socioeconomic, gender and other divides, enacting distress, limiting potential, and

forcing people into restrictive life trajectories based solely on their identity or circumstances of

birth. Transforming structures perpetuating educational marginalization thus requires dismantling

broader systemic violence. Progress on SDG 4 necessitates confronting unjust systems restricting

human dignity, freedom and possibility from our youngest ages. More equitable educational

opportunities can catalyze change across generations.

Economic Injustices: The Perpetuation of Poverty and Wealth Inequality

former colonial countries, making them stronger and poorer nations more dependent. “Wars and

coups keep low-income countries from growing and hence keep them dependent upon exports of

primary commodities” (Collier, 2008, p. 37).

Richer countries using a lot of resources, along with governments not doing much about it, make

climate change worse, hitting poorer countries the hardest economically. This unfairness in the

environment will make future poverty worse. “Because they stay poor [meaning developing

countries], stagnant, and dependent upon primary commodities they are prone to wars and coups”

(Collier, 2008, p. 37). People being forced to leave their homes because of climate change or

violence also mess up their jobs and how much money they have, starting a cycle of getting

poorer. Government corruption, lack of responsibility, big companies taking control, and other

pág. 9048

than those who are left out. This is why Collier (2008) concludes that “wars and coups feed on

themselves in other ways that make history repeat itself” (p. 37).

Structural Violence in Colombia

Structural violence in Colombia refers to the systemic inequalities and injustices embedded within

the social, economic, and political structures of the country. These inequalities perpetuate

violence by depriving certain groups of access to basic resources, opportunities, and rights.

Several key factors contribute to structural violence in Colombia.

One significant aspect that perpetuates structural violence in Colombia is the historical context of

internal conflict and social disparities. As Maher and Thomson (2018) explained, Colombia has

faced a long history of armed conflict, leading to widespread violence and displacement,

Indigenous peoples, and rural communities, bear the brunt of these inequalities (Berents, 2013).

Land distribution is another critical factor contributing to structural violence. Land ownership

concentration has resulted in land dispossession and conflicts over resources. This has a profound

impact on poverty levels and opportunities for development (Faguet, et al, 2020). The effects of

structural violence are evident in the education sector. According to the report by Thomas, et al.

(2018), marginalized communities often face inadequate school infrastructure, a shortage of

qualified teachers, and limited access to educational resources. These disparities perpetuate social

inequities and hinder social mobility.

Addressing structural violence in Colombia requires comprehensive approaches grounded in

social justice principles. As advocated by López and Valdés (2000), strategies such as land

pág. 9049

a more equitable society. Structural violence in Colombia is rooted in historical conflict,

socioeconomic disparities, land distribution, and educational inequalities. Understanding and

addressing these underlying structural factors are essential for promoting peace, justice, and

sustainable development in the country.

Structural Violence in Pakistan

Pakistan is a country that faces numerous deeply-entrenched inequities that enact violence—both

seen and unseen—upon marginalized groups. Key markers of identity like gender, religious

affiliation, ethnicity, and socioeconomic status broadly dictate access to resources, economic

opportunities, security, and political representation (Zulfiqar, 2022). Decades of discriminatory

laws and underinvestment in development have reinforced a social hierarchy that structurally

(Naviwala, 2016). It represents a form of violence that maintains the status quo.

While less visible than overt interpersonal violence, these forms of structured violence still inflict

psychological and material wounds for those impacted, constraining life choices and potential on

a mass scale (Shaheed, 2009). They also curb cultural and economic contributions to wider society

by marginalizing entire groups from accessing opportunity. In addition to these systemic

inequities through biased policies are issues like forced conversions of religious minorities and

child marriages that represent active oppression by unjust social structures (Shaheed, 2009).

Religious minorities report coercion to convert under threat of false blasphemy accusations

(Shaheed, 2009). Early marriage for young girls also violates bodily autonomy while locking

them into cycles of poverty (Shaheed, 2009).

pág. 9050

marginalized ethnic groups frequently endure retaliation, judicial harassment, and baseless legal

cases in response to their work (Landman, 2006). This climate of intimidation and fear represents

a chilling effect on any resistance to structural violence.

However, despite harassment and barriers, activists and civil society groups across Pakistan

continue drawing attention to and resisting sources of structural oppression. Collectives like the

Aurat March and Human Rights Commission of Pakistan actively advocate for marginalized

groups through awareness, legal help, and pressuring policy reform (Saeed and Batool, 2021).

They underscore the links between raced, classed, and gendered policy gaps and violence. Though

the challenges persist, their work represents hope for restorative justice.

Sustainable Development Goals (SDGs)

The SDGs provide a common framework for addressing the world's biggest sustainable

development challenges, with targets and indicators to track progress across economic, social and

environmental dimensions (Kanbur, et al, 2018). Achieving the SDGs requires coordinated efforts

across policy, financing, innovation, data monitoring and accountability mechanisms. The 2030

deadline aims to spur immediate and impactful actions over the next decade to put all countries,

pág. 9051

The SDGs build on the Millennium Development Goals while encompassing additional key issues

like responsible consumption, climate action, peace and justice (Hales and Birdthistle, 2023).

They represent universal objectives that all countries have a shared stake in achieving. Progress

on the SDGs is thus critical for people and the planet.

SDG Number 4: Quality Education

The fourth Sustainable Development Goal (SDG-4) which is Quality Education is one of the most

important ones, it is a keystone of the broader SDG framework. Education is broadly acclaimed

as a powerful catalyst for transformative change and it obliges as a linchpin for the

accomplishment of many other SDGs. In this section, the primary role of the SDG-4 within the

global sustainability agenda is explored as well as its specific targets and indicators.

inequalities, breaking the chains of poverty and promoting peaceful and inclusive societies.

The UNESCO (2017) document “Unpacking Sustainable Development Goal 4: Education 2030”

on the SDG 4 stipulates that, SDG 4 or SDG4-Education 2030, within the larger framework of

the 2030 Agenda for Sustainable Development, puts a compelling emphasis on the importance of

learning across various dimensions. This includes gaining vocational and technical skills for work

as well as the development of global citizenship awareness in this more and more connected

world. It pinpoints the locus of current learning in pre-primary, primary, secondary and adult

literacy education. This document also shows that there is of course an inherent need for increased

public funding for education. This means the provision of a specific percentage of public

expenditure and GDP to education. A lifelong learning methodology is encouraged and there is a

pág. 9058

Although overall enrollment rates suggest progress towards gender parity, dynamics still inhibit

access - girls are confined to domestic duties while economic pressures compel some boys into

work rather than school (Maria 01). Ultimately these security risks and socioeconomic barriers

diminish both the provision and quality of education across Colombia. The experts emphasize

how entrenched violence alongside gender and economic constraints intersect to obstruct

educational access and advancement. This confirms what Fergusson, Ibáñez, and Riano (2020)

state on their research about conflict and education in Colombia, “individuals exposed to violence

during and especially before their schooling years experience a significant and economically

meaningful decrease in years of schooling” (p. 335). Resolutions require comprehensive reforms

addressing this complex interplay of systemic factors threatening the education system.

secure basic necessities, much less recover their former livelihood activities or market

engagement. This sudden economic precarity and downward mobility then traps families in cycles

of deepening impoverishment from which escape becomes even harder. Every instance of forced

displacement thus threatens to sow destitution through the inherent loss of livelihood capacity.

Importantly, the expert notes both climate and conflict as drivers, emphasizing the compounding

interactions of environmental and violence-related crises in fueling contemporary displacement

worldwide. The profound economic disempowerment caused by involuntary migration represents

one of the most cruel impacts that global humanitarian challenges impose on vulnerable people.

Addressing the income-destroying fallout from forced migration remains essential for human

progress and sustainable development overall, alongside mitigating displacement drivers

pág. 9059

Additionally, Maria 02 points that the main sources of structural violence in education in

Colombia are “government corruption, lack of accountability, regulatory capture by

corporations, and other governance gaps distort markets in ways benefitting elites over

marginalized citizens”. The expert keenly connects Colombia's governance gaps and distorted

economic policies to unequal access to quality education across socioeconomic lines. She argues

that government corruption, weak accountability, and corporate cronyism consolidate resources

among elite groups at the expense of marginalized citizens – systemic inequities that carry over

to fuel disparities in educational opportunities. Wealthy and dominant groups shape public

policies and spending to serve their own interests rather than meet the needs of disadvantaged

populations, starving lower-income communities of investments in strong schools, teachers, and

governance and economic reforms as a prerequisite to tackling unequal access to educational

excellence across populations in Colombia.

How does structural violence affect the quality education goal in Pakistan?

The experts cite political instability, governance gaps, and deficient policymaking as key drivers

of systemic inequality and violence undermining Pakistan’s education system (Hassan 01, 03 and

05). Specifically, they emphasize how partisan interests shape budgets and reforms more than

evidence-based practices, yielding policies disconnected from ground realities while lack of

accountability enables continuation of status quo inequities. Implementation and enforcement of

policies meant to expand access also remains extremely weak, from the unfulfilled constitutional

mandate of free schooling for children 5-16 years old to the imbalance in availability of primary

pág. 9060

relevance while overcentralization concentrates power among out-of-touch bureaucratic and

political elites (Haynes, 2013). These interconnected failures ultimately propagate an education

system reflecting and reinforcing social inequalities rather than mitigating them. As a way to

overcome this, Khushik (2021) proposes that “teacher training, basic facilities and community

involvement can enhance and scale up the achievement of targets in SDGs” (p. 1) in Pakistan.

Inequalities and discrimination along economic, religious, ethnic and social lines persistently

marginalize particular student groups in Pakistan, according to the experts. Hassan 04 notes how

lower-income families face compounding barriers to education access and transitions, as "people

in the low-income quartile have no access to education or poor access" at higher academic levels

that require greater resources. These economic divides intertwine with other factors, as religious

point while stacked discrimination further immobilizes minorities, rural residents and other

marginalized learners. These dynamics reinforce education inequality and accessibility divides

along economic, social, religious and geographic lines in Pakistan.

How does structural violence affect the quality education goal in Colombia and Pakistán?

A Comparative Study

While Colombia and Pakistan differ substantially in history, demographics, and development

trajectories, the two nations share the burden of violence, inequality and marginalization

undermining education. This comparative analysis will continue illuminating common barriers

alongside distinct drivers propagating disparities in each context. Understanding these dynamics

is imperative, as quality education fuels human development and peaceful, just societies.

pág. 9061

Violence, Insecurity, and Conflict

Pakistan and Colombia share the unfortunate burden of protracted violence and conflict disrupting

education access, though the nature and drivers manifest distinctly in each setting. As Hassan 07

describes, “the history of conflicts in Pakistan affects education causing disruption, displacement,

and resource scarcity. All fading into structural violence”. Pakistan's history of conflicts has

broadly affected education through displacement, resource deprivation, and systemic ruptures that

entrench inequality - impacts still felt despite periods of relative peace. Maria 03 highlights both

direct and indirect ways ongoing violence in Colombia also obstructs quality learning, from

student substance abuse and educator threats to physical danger zones around schools themselves.

However, Maria 03 additionally notes lingering taboos and polarization impeding open discourse

erecting barriers to inclusive, quality educational opportunities through destabilization,

discrimination, resource diversion, and ideological obstruction. Overcoming these will demand

sustained peacebuilding measures tailored to each country.

Inequality and Marginalization

Experts from both Pakistan and Colombia spotlight how marginalization and inequality intersect

to deny quality education for minority groups, though the specific marginalized populations vary

by context. As Hassan 07 describes, religious and ethnic minorities in Pakistan grapple with

greater barriers, needing more attentive policies and interventions that remain lacking, fueling

their exclusion. He particularly cites stark gender disparities limiting girls' education in

Balochistan province. Hassan 03 explains how restrictive socio-cultural gender norms pose

pág. 9062

educational marginalization. These ingrained prejudices deny opportunities and fuels systemic

inequality. Meanwhile Maria 05 highlights how Afro-Colombian, indigenous and other ethnic

minority children face cultural disconnects and discrimination from national curricula and

standardized policies detached from their realities. Migration and Displacement were visible in

both the countries. Colombia is hosting an estimated 20% (614900 persons) Venezuela population

as migrants (World Bank, 2021). The education of their children is compromised due to the

language barrier. Pakistan is hosting 1.7 million refugees (Forbes, 2023) whose children have

either no access to education or poor quality of education.

Inadequate System Resources and Governance

Experts from both nations cite chronic under-resourcing and governance failures propagating

budget for 2022 was 1.97% of GDP while Colombia's education budget in 2019 was 5.27% of

GDP (World Bank, 2022). Despite appearing progressive on paper, governance and resource

allocation fail to match rights and needs in practice.

Transforming Structures: Recommendations towards Quality Education in Colombia and

Pakistan

The experts outlined several interlinked recommendations for overcoming structural violence to

advance equitable quality education. As Hassan 07 argues, education fuels broader human

development, such that compromising education compartromises judiciary, legislation,

policymaking and thus overall national progress. Hence adequate resourcing and prioritization of

education is imperative. Meanwhile, Maria 06 highlights grassroots advocacy and awareness-

pág. 9063

themselves as key stakeholders in reform efforts. Ultimately, the experts call for multifaceted

approaches: sustained investment in the education system itself while simultaneously building

societal recognition of education as a human right, engaging communities to shift beliefs and

norms underpinning discrimination, and centering the agency of marginalized groups in enacting

policies and pedagogies addressing their needs and experiences. This combination of top-down

resource provision and bottom-up consciousness raising can overcome ingrained systemic bias

and violence. As another way of recommendation, the experts call for multifaceted approaches:

sustained investment in the education system itself while simultaneously building societal

recognition of education as a human right, engaging communities to shift beliefs and norms

underpinning discrimination, and centering the agency of marginalized groups in enacting

teachers facing harm, and creating an environment where learning is difficult. There is unequal

access to quality education and resources based on factors like income level, ethnicity, gender

and geography. This leads to groups facing disadvantage and fewer opportunities which set back

the advances of the SDG-4 of Quality Education. When the system resources and management

from Colombia and Pakistan were analyzed, deficiencies in how Colombian and Pakistan's

education system is resourced and governed were identified. Issues exist around funding

allocation, decision-making policies, infrastructure, and distribution of materials/supports.

Significant improvements are needed. The major migration into Colombia strains school

capacities to serve additional students, especially those with language/cultural barriers and

trauma. This adds complex pressures affecting education quality and delivery. These interlocking

pág. 9064

requires comprehensive solutions considering the root causes and diverse manifestations of

structural violence permeating Colombian and Pakistan's education landscape currently.

While marginalization dynamics manifest distinctly, the overarching theme across both nations is

minority groups confronting amplified educational barriers rooted in cultural devaluation,

poverty, and policy apathy towards their needs. Reforms depend on targeted, culturally responsive

interventions, as both Hassan and Maria emphasize. Progress requires recognizing where

standardization fails students from non-dominant backgrounds and rectifying exclusionary biases

that propagate unequal access and quality along ethnic, religious and gender lines. Inadequate

governance, discrimination in deploying limited resources, and overall underinvestment fuel gaps

in quality, inclusive education for vulnerable groups in both Colombia and Pakistan. Structural

Bytheway, J. A. (2018). Using grounded theory to explore learners' perspectives of workplace

Berents, H. (2013). From the margins: conflict-affected young people, social exclusion, and an

Bishop, E. (2014). Critical literacy: Bringing theory to praxis. Journal of Curriculum Theorizing,

Brotman S, Lee Ou Jin E. L. (2013). Structural Intersectionality and Anti-Oppressive Practice

pág. 9065

Chakrabarty, S., & Rai, S. (2020). A discourse on the face of structural violence in Indian society.

Charmaz, K. (2005). Grounded theory in the 21st century: Applications for advancing social

Collier, P. (2008). The bottom billion: Why the poorest countries are failing and what can be done

Darling-Hammond, L. (1998). Unequal opportunity: Race and education. The Brookings Review,

Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-methods research: A discussion on its types,

Drassinower, A. (2006). Capturing Ideas: Copyright and the Law of First Possession. Clev. St. L.

Dutta, U., Sonn, C. C., & Lykes, M. B. (2016). Situating and contesting structural violence in

pág. 9066

Faguet, J. P., Sánchez, F., & Villaveces, M. J. (2020). The perversion of public land distribution

Fergusson, L., Ibáñez, A. M., & Riano, J. F. (2020). Conflict, educational attainment, and

Forbes. (2023). Nearly 1.7 Million Afghan Refugees Face Deportation As Pakistan Nears

Goldstein, J. L., & Krasner, S. D. (1984). Unfair trade practices: the case for a differential

Hajikhani, A., Mortazavi, S., & Vaatanen, J. (2021). Quantitative and qualitative analysis of an

Hales, R., & Birdthistle, N. (2023). The Sustainable Development Goals–SDG# 12 Responsible

pág. 9067

Howes, D. M. (2016). Bad Language: A Study of Structural Violence through Language Policies

Jeremić, V., & Sachs, J. D. (2014). The United Nations in the age of sustainable development.

Kanbur, R., Patel, E., & Stiglitz, J. (2018). Sustainable development goals and measurement of

Kaplow, L., & Shavell, S. (2000). Should legal rules favor the poor? Clarifying the role of legal

Naviwala, N. (2016). Pakistan's Education Crisis: The Real Story. Woodrow Wilson International

Maher, D., & Thomson, A. (2018). A precarious peace? The threat of paramilitary violence to the

McEwen, C. A., & McEwen, B. S. (2017). Social structure, adversity, toxic stress, and

Noltemeyer, A. L., Mujic, J., & McLoughlin, C. S. (2012). The history of inequity in education.